These categories
of leadership practices closely reflect a transformational approach to leadership which Bass (1997) claims has proven to be useful in many different cultural and organizational contexts.
Not exact matches
In that spirit I invite district and school leaders to examine
closely the extent to which you have a clear and compelling picture
of instructional
leadership; the extent to which there is internal clarity around that vision; and the extent to which the district has operationalized that vision in its policies, district
practices and allocation
of resources.
Instructional coaches, who work
closely with classroom teachers to improve their
practice, are an important source
of school
leadership, but teachers often don't know how to capitalize on this relatively new position in education.