Principals' Leadership Moves to Implement a Discipline-Specific Instructional Improvement Policy

• In Event: Understanding the Principal Workday: Methods and Focus

Abstract

Discipline-specific instructional improvement policies require teachers to implement new teaching and collaborative practices. What kinds of leadership moves do principals make to support enactment of new practices? In a qualitative study of three elementary school principals, we found that principals used instructional, facilitative, and positional moves. These findings add depth to current conceptions of discipline-specific instructional leadership and raise questions about how principals might make strategic moves based on available expertise and resources.

Authors

• Jessica G. Rigby, University of Washington

• Stephanie Forman, Highline Public Schools

• Rebecca Lewis, University of Washington - Seattle