Blase, J. & Blase, J.
(2000). Effective Instructional Leadership: Teachers' Perspectives on How
Principals Promote Teaching and Learning in Schools. Journal of Educational
Administration, 38(2), 130-141.
Blase, J. & Blase, J.
(1998). Handbook of instructional leadership.
Glickman, C.D., Gordon, S.P.,
& Ross-Gordon, J.M. (2004). SuperVision and Instructional Leadership: A
Developmental Approach.
Hallinger, P. & Leithwood,
K. (1998). Unseen Forces: The Impact of Social Culture on School Leadership.
Hallinger, P. (1992). "The
Evolving Role of American Principals: From Managerial to Instructional to
Transformational Leaders." Journal of Educational Administration 30(3): 35-48.
Harchar, R. L. and Hyle, A. E.
(1996). "Collaborative Power: A Grounded Theory of Administrative
Instructional Leadership in the Elementary School." Journal of Educational
Administration 34(3): 15-29.
Hart, A. W. (1995, September).
"Reconceiving School Leadership: Emergent Views." The Elementary
School Journal 96(1): 9-28.
Heck, R. (1992, Spring).
"Principals' Instructional Leadership and School Performance: Implications
for Policy Development." Educational Evaluation and Policy Analysis 14(1):
21-34.
Heck, H.R., Larsen, T.J., &
Marcoulides, G.A. (1990) Instructional leadership and school achievement:
Validation of a causal model.
Educational Administration Quarterly. 26(2), 94-125.
Hoy, A.W. & Hoy, W.K. (2006). Instructional Leadership: A
Research-Based Guide to Learning in Schools.
Hoy, A. W. & Hoy, W.
K. (2003). Instructional Leadership: A
Learning-Centered Guide.
Kleine-Kracht, P. (1993, May).
"Indirect Instructional Leadership: An Administrator's Choice."
Educational Administration Quarterly 29(2): 187-212.
Krug, S. E. (1992, August).
"Instructional Leadership: A Constructivist Perspective." Educational
Administration Quarterly 28(3): 430-43.
Lemahieu, P. G. and Others
(1997, January). "Through a Lens Clearly: A Model To Guide the
Instructional Leadership of Principals." Urban Education 31(5): 582-608.
Reitzug, U. C. (1997, Summer).
"Images of Principal Instructional Leadership: From Super-Vision to
Collaborative Inquiry." Journal of Curriculum and Supervision 12(4):
324-43.
Rowan, B. (1995, August).
"Learning, Teaching, and Educational Administration: Toward a Research
Agenda." Educational Administration Quarterly 31(3): 344-54.
Smith, W.F. & Andrews, R.L.
(1989). Instructional leadership: How principals make a difference.
Southworth, G. (2002,
February). "Instructional Leadership in Schools: Reflections and Empirical
Evidence." School Leadership & Management. 22(1): 73.
Spillane, J.P., Hallett, T., et
al. (2003, January). Forms of Capital and the Construction of Leadership:
Instructional Leadership in Urban Elementary Schools. Sociology of Education.
76: 17.
Tallerico, M. and A. Blumberg
(1991, October). "Instructional Leadership in Practice: Fostering
Meaningful Exchange." Journal of School Leadership 1(4): 316-327.
Wallman, D. G. (1991, January).
"Relating Theory to Practice: Instructional Leadership and the
Principal." Journal of School Leadership 1(1): 87-90.
Wildy, H. and C. Dimmock
(1993). "Instructional Leadership in Primary and Secondary Schools in
| Blase, J. & Blase, J. (2000). Effective
Instructional Leadership: Teachers' Perspectives on How Principals Promote
Teaching and Learning in Schools. Journal of Educational Administration,
38(2), 130-141. |
Over 800 American teachers responded to an
open-ended questionnaire by identifying and describing characteristics of
principals that enhanced their classroom instruction and what influences these
characteristics had on them. The data revealed 11 strategies and 2
effective-leadership themes: talking with teachers to promote reflection and
promoting professional growth. (Contains 44 references.) (MLH) |
Administrator Effectiveness; |
|
Blase, J. & Blase, J. (1998). Handbook of
instructional leadership. |
The Handbook of Instructional Leadership is drawn
from a study of more than 800 teachers schools nationwide. In this expanded
Second Edition, the authors incorporate recent findings and insights from
research, literature, and national reports. Also included in this new edition
is an in-depth examination of the elements of instructional leadership
related to the development of a professional learning community. This book is
written for practicing and prospective instructional leaders whose objective
is to develop reflective, collaborative, problem-solving contexts for
dialogue about instruction, and what successful leaders do to enhance
teaching and learning. These leaders are namely principals, assistant
principals, lead teachers, department chairpersons, curriculum directors, and
staff developers. This book will illuminate basic elements of effective
instructional leadership and describe specifically how it supports both
teacher and student learning. |
Autonomy; |
|
Glickman, C.D., Gordon, S.P., & Ross-Gordon,
J.M. (2004). SuperVision and Instructional Leadership: A Developmental
Approach. |
This classic market leading text in instructional
leadership and supervision continues to challenge the conventional purposes,
practices, structure, and language of supervision. The text's emphases on school culture,
teachers as adult learners, developmental leadership, democratic education,
and collegial supervision have helped redefine the meaning of supervision and
instructional leadership for both scholars and practitioners. The Sixth
Edition continues the book's trend-setting tradition by placing instructional
leadership and school improvement within a community and societal context;
providing new examples of direct assistance, professional development, and
action research; and presenting an entire new chapter, “Supervision for What?
Democracy and the |
Action Research; |
|
Hallinger, P. & Leithwood, K. (1998). Unseen
Forces: The Impact of Social Culture on School Leadership. |
Reviews 1980-95 research exploring the
relationship between principal leadership and student achievement. Principals
exercise a measurable, but indirect, influence on school effectiveness and
student achievement via vision, mission, and goals. Previously described
discrepancies may be attributable to researchers' conceptual and
methodological tools. Research on means and contextual forces is needed. (70
references) |
Academic Achievement, |
|
Hallinger, P. (1992). "The Evolving Role of
American Principals: From Managerial to Instructional to Transformational
Leaders." Journal of Educational Administration 30(3): 35-48. |
Analyzes the evolving |
Administrator Role; |
|
Harchar, R. L. and Hyle, A. E. (1996).
"Collaborative Power: A Grounded Theory of Administrative Instructional
Leadership in the Elementary School." Journal of Educational
Administration 34(3): 15-29. |
Describes a study seeking to develop a theory of
instructional leadership grounded in interview data from practicing
administrators and their teachers. Effective elementary instructional leaders
engaged in various strategies designed to balance power inequities in their
school community. They exemplified the use of collaborative power based on
trust, respect, and collegiality. (23 references) |
Administrator Effectiveness; |
|
Hart, A. W. (1995, September). "Reconceiving
School Leadership: Emergent Views." The Elementary School Journal 96(1):
9-28. |
Discusses challenges to traditional views of
school leadership posed by many school reform initiatives, curriculum
innovations, and teacher incentive plans. Examines teacher leadership
structures in light of the purposes and goals they seek to advance. Uses
nonhierarhical theories of leadership from the general leadership literature
to examine these new work structures and the goals they seek to advance. (AA) |
Change Agents; Educational Administration; |
|
Heck, R. (1992, Spring). "Principals'
Instructional Leadership and School Performance: Implications for Policy
Development." Educational Evaluation and Policy Analysis 14(1): 21-34. |
The effects that principals' instructional
leadership has on school achievement/outcomes were examined using
questionnaire data from the principal and at least 4 teachers from 31
elementary schools and 25 high schools in |
Academic Achievement; |
|
Heck, H.R., Larsen, T.J., & Marcoulides, G.A.
(1990) Instructional leadership and school achievement: Validation of a
causal model. Educational
Administration Quarterly. 26(2), 94-125. |
Individuals face intense pressure to conform in
today's team-oriented workplaces, where one-size-fits-all behaviors are often
fostered by such programs as total quality management and employee
involvement. In the process, both organizations and individuals lose a vital
advantage. For as Stan Herman argues, even in a world of groups,
individuality remains the key to inventive solutions and organizational
success. In A Force of Ones Herman acclaims the power of the individual in
the workplace and reminds us all of the importance of ones; a team - and its
organization - after all, can only be effective when individual members are
capable and self-assured. He offers guidelines and exercises to help you
identify your particular strengths and hone them to achieve self-empowerment
and satisfaction at work. Through stories and poems he illustrates how to use
these important tools to increase self-understanding and focus clearly on
priorities. Herman demonstrates ways to make more powerful contact with
others through individual initiative networks, and to function effectively
amidst the power and political dynamics in your organization. |
Instructional Leadership |
|
Hoy, A.W. & Hoy, W.K. (2006). Instructional Leadership: A
Research-Based Guide to Learning in Schools. |
Traditional supervision in which the principal
rates the effectiveness of teachers is an outmoded concept. This is the first
text of its kind, written for principals and other instructional leaders to
help them understand current theories of teaching and learning as well as the
practical curriculum applications of these perspectives. This text uses a
learning-centered approach that emphasizes making decisions that support
student learning. The authors address the critical aspects of the
teaching-learning process-student differences, learning, student motivation,
teaching, classroom management, assessing student learning, and assessing and
changing school climate and culture. Each chapter is grounded in the latest
research and theory in that area and provides specific suggestions for
applying that knowledge to practice. |
Assessment; |
|
Hoy, A. W. & Hoy, W. K. (2003). Instructional Leadership: A
Learning-Centered Guide. |
This text goes beyond traditional supervision
books and assumes that teachers and principals must work as colleagues to
improve teaching and learning in schools.
Traditional supervision in which the principal rates the effectiveness
of teachers is an outmoded concept. This is the first text of its kind,
written for principals and other instructional leaders to help them
understand current theories of teaching and learning as well as the practical
curriculum applications of these perspectives. This text uses a
learning-centered approach that emphasizes making decisions that support
student learning. This text addresses the critical aspects of the
teaching-learning process—student differences, learning, student motivation,
teaching, classroom management, assessing student learning, and assessing and
changing school climate and culture. Each chapter is grounded in the latest
research and theory in that area and provides specific suggestions for
applying that knowledge to practice. |
Classroom Management; |
|
Kleine-Kracht, P. (1993, May). "Indirect
Instructional Leadership: An Administrator's Choice." Educational
Administration Quarterly 29(2): 187-212. |
Investigates indirect instructional leadership as
demonstrated by a secondary high school principal. Uses data from a
qualitative study of high school principals to present organizational factors
that enhance the principal's ability to exert an indirect influence on
instruction. Considers also the potential importance of indirect leadership
behaviors for restructured school settings. (18 references) (MLH) |
Departments; |
|
Krug, S. E. (1992, August). "Instructional
Leadership: A Constructivist Perspective." Educational Administration
Quarterly 28(3): 430-43. |
Argues for a constructivist perspective on
approaches toward instructional leadership. Describes a study that tracked
over 80 principals for 2 weeks and found that the qualitative difference in
principals' performance was not explained by differences in their activities
but rather by differences in meaning that they attributed to their
activities. (30 references) (MLF) |
Cognitive Style; |
|
Lemahieu, P. G. and Others (1997, January).
"Through a Lens Clearly: A Model To Guide the Instructional Leadership
of Principals." Urban Education 31(5): 582-608. |
Describes an analytic framework developed to
support principals' instructional leadership in the context of contemporary
reform perspectives. The leadership model suggests "lenses" through
which educational experience can be examined: (1) content standards; (2)
performance standards and assessment; (3) teacher instructional practices;
(4) student learning experience; and (5) environment and context. (SLD) |
Administrator Evaluation; |
|
Reitzug, U. C. (1997, Summer). "Images of
Principal Instructional Leadership: From Super-Vision to Collaborative
Inquiry." Journal of Curriculum and Supervision 12(4): 324-43. |
Examines images of principals' instructional leadership,
based on 10 supervision textbooks published between 1985 and 1995. Textbooks
portrayed principals as experts and superiors, teachers as deficient and
voiceless, teaching as fixed technology, and supervision as a discrete
intervention. Images of professional growth (stressing collegiality and
continuous improvement) suggested by studies of successful schools differ
significantly from these textbook images. (96 references) (MLH) |
Administrator Attitudes; |
|
Rowan, B. (1995, August). "Learning,
Teaching, and Educational Administration: Toward a Research Agenda." Educational
Administration Quarterly 31(3): 344-54. |
Educational administration research is frequently
criticized for overlooking issues of learning and teaching in schools. This
special issue features four articles suggesting steps to establish a larger
research agenda on learning, teaching, and educational administration. Topics
include common schooling problems, school-based management, instructional
leadership reform, and the educational policy-instruction relationship. (26
references) (MLH) |
Educational Administration; |
|
Smith, W.F. & Andrews, R.L. (1989).
Instructional leadership: How principals make a difference. |
Educators have great moral, ethical, and legal
obligations to create schools where all students can achieve their full
potential and receive an equal opportunity to succeed in society. Central to
that goal are principals who act as instructional leaders. Drawing upon
literature, research, and case studies of principals in practice, the first
four of six chapters present a clear portrait of the instructional leader.
Principals with very different communication, management, and personal styles
can all be strong instructional leaders. Possessing the key qualities of
resource provider, instructional resource, communicator, and visible
presence, strong instructional leaders spend a substantially greater
percentage of time on educational program improvement. Consistent with
current literature on organizational theory and practice, this book
emphasizes the importance of the underlying themes and values that hold a
system together. Additionally, a clinical supervision model requiring the
supervisor to observe the principal in action, to discuss relevant issues and
provide feedback, and to develop a plan for the principal's evaluation is
provided. Appended is a zero-base job analysis questionnaire, the score sheet
and instructions, a discussion of administrative job dimensions, a time
analysis sheet, and a time summary sheet. (87 references) (KM) |
Administrator Effectiveness; |
|
Southworth, G. (2002, February).
"Instructional Leadership in Schools: Reflections and Empirical
Evidence." School Leadership & Management. 22(1): 73. |
Examination of instructional leadership organized
into four sections: Reflections on school leadership, definitions of
instructional leadership, reviews of two empirical studies on instructional
leadership, and conclusions about the development of instructional leaders.
(Contains 44 references.) (PKP) |
Administrator Effectiveness; |
|
Spillane, J.P., Hallett, T., et al. (2003,
January). Forms of Capital and the Construction of Leadership: Instructional
Leadership in Urban Elementary Schools. Sociology of Education. 76: 17. |
Using data from observations and interviews with
84 teachers at eight Chicago public elementary schools, this article examines
how, through a process of social construction, forms of capital are a basis
for instructional leadership. The authors argue that teachers construct
influential others as leaders on the basis of valued forms of human,
cultural, social, and economic capital. Moreover, the construction of
leadership for instruction is often situated in various types of interactions
(e.g., subject area) and varies by the leaders' position. Although the
teachers in the study constructed school administrators as leaders largely on
the basis of cultural capital, they constructed other teachers as leaders on
the basis of human and social capital as well as cultural capital.
Understanding the role of different species of capital in the construction of
leadership will help researchers specify mechanisms that support professional
learning and change in schools. |
Capital; |
|
Tallerico, M. and A. Blumberg (1991, October).
"Instructional Leadership in Practice: Fostering Meaningful
Exchange." Journal of School Leadership 1(4): 316-327. |
Practitioners and scholars alike would be well
served by new research attempting to draw connections between teacher
perspectives and the administrative/organizational structuring of the work
place. A sample of experienced teachers selected for detailed interviews described
the conditions that facilitated their engagement in meaningful dialogue about
their work. (25 references) (MLH) |
Collegiality; |
|
Wallman, D. G. (1991, January). "Relating
Theory to Practice: Instructional Leadership and the Principal." Journal
of School Leadership 1(1): 87-90. |
The major problem for principals using the
outcomes-based paradigm is convincing teachers that outcomes are the
appropriate criteria for judging effectiveness. Although risking teacher
backlash, the principal as instructional leader has the opportunity to
provide a climate where everyone is both a learner and a teacher. Includes
five references. (MLH) |
Educational Environment; |
|
Wildy, H. and C. Dimmock (1993).
"Instructional Leadership in Primary and Secondary Schools in |
Investigates teachers' and principals'
perceptions of instructional leadership in a sample of Western Australian
government primary and secondary schools, using the Instructional Leadership
Questionnaire. Instructional leadership was viewed as a shared
responsibility; teachers felt principals were less involved than principals
felt they were. Principals were perceived as least involved in managing
curriculum and providing performance feedback. (Contains 41 references.)
(MLH) |
Administrator Attitudes; Decision Making Foreign Countries; |