School Improvement Through Principal Walk-Throughs: A Theoretical Justification for an Intervention

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Leadership and Collaboration for School Improvement

Abstract

This project addresses the problem of school principals failing to spend time on curriculum and instruction tasks despite research that has shown a positive relationship between principals who devote time to this area of school development and student outcomes. This plan develops both a theoretical justification for a strategy known as a principal walkthrough and an intervention implementation plan. This proposal suggests that principal walkthroughs that are designed around the theoretical work advanced by Knowles and others in the adult learning and development field will lead to increased focus on curriculum and instruction and therefore increased professional learning climate. The outcome of interest is therefore time that principals spend on curriculum and instruction and the school professional learning climate.

Author

• Gavriel Brown, Johns Hopkins University