Administrators' Experiences and Practices Supporting Science Instruction

• In Event: Leading Powerful Equity-Oriented Instruction

Abstract

Secondary school administrators in diverse and high-needs districts play a vital role as instructional leaders (Hill & Grossman, 2013), but little is known about administrators’ knowledge of science practices and their ability to support reform-oriented science instruction. This mixed-methods Q-methodology study explored the relationship between the structure and focus of an administrator’s instructional roles and their capacity to foster high-quality science support for teachers and students. Findings from the study revealed that the administrators valued positive teacher-student relationships and high expectations for all students, but their practices differed. Implications for developing school leaders who can effectively support reform-oriented science instruction are discussed.

Author

• Venicia Ferrell, Old Dominion University