Interesting
reading...continue to click and drill down to the other article and current
study by Grissom and Loeb.
NATIONAL
Washington Post
By Valerie Strauss
What does it mean for an administrator to be an
instructional leader? As often as this phrase is repeated, you’d think there
would be well-researched techniques with proven effectiveness. There is no
shortage of authors offering protips: Amazon has over a thousand titles that
include the phrase. But there is less research on the topic than you’d think,
and much of it (e.g., May, Huff, & Goldring, 2012) actually shows a weak or
non-existent relationship between student achievement and the priority
administrators place on instructional leadership (as opposed to other aspects
of a principal’s job, e.g., close attention to administrative matters,
inspirational leadership, focus on school culture, etc.). A terrific new study
by Jason Grissom, Susanna Loeb, and Ben Master shed light on the role of
instructional leadership. It’s the method that sets this study apart. Instead
of simply asking principals “how important is instructional leadership to you?”
or having them complete time diaries, researchers actually followed 100
principals around for a full school day, recording what they did.
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