Murphy and Hallinger (1986) interviewed superintendents from 12 California school districts identified as instructionally effective in order to ascertain district - level policies and practices employed by superintendents in carrying out
their instructional leadership functions with principals.
Not exact matches
No
instructional strategy can compensate for a teacher who lacks proficiency in his content area, is unclear about learning goals, plans an unfocused activity, or does not possess the
leadership and management skills to orchestrate effective classroom
functioning.
Principal Kafele contends that far too many assistant principals are ill - prepared to step into the role of principal because they simply have not been trained to
function as principals and they haven't been given the day - to - day exposure to
instructional leadership.
Their investigation revealed a core set of
leadership functions reported by many of the superintendents, including: setting goals and establishing standards; selecting staff; supervising and evaluating staff; establishing an
instructional and curricular focus; ensuring consistency in curriculum and instruction; and monitoring curriculum and instruction.
The development of
instructional leadership teams and what we have learned about their formation and
function cause us to feel optimistic.
First, programs need effective leaders who can provide
instructional support to teachers as well as sound business management to the overall program.32 These multiple
leadership functions are complex and often need to be fulfilled by more than one person.