Relationships Between Instructional Leadership Practices and Teachers' Instructional Goals, Practices, and Professional Learning

• In Event: 28.018 - Instructional Leadership on School Quality: Critical Considerations

Abstract

Relationships between instructional leadership and classroom practices and professional learning are explored in a yearlong intervention designed to develop instructional leadership practices in a four-person leadership team, comprised of a principal, a technology coordinator, and a math or a science teacher leader. School teams formed to aid middle school math and science teachers learning to adopt technologies and pedagogical goals that promote students’ conceptual understanding of content. Results from analysis of nine monthly surveys of leaders and teachers show how specific planned instructional leadership practices had direct and strong correlations with the targeted teacher practices. They also suggest how interventions can be successfully designed to scaffold a team of leaders to engage teachers and support their work.

Authors

• Sara L. Dexter, University of Virginia

• Michael Fox Hull, University of Virginia

• Emily A. Barton, University of Virginia