Additionally, principals are in the best position to help teachers improve in areas of weakness and can accomplish this through observations and dialogue that shows respect for teachers as professionals (Cooper, Ehrensal, & Bromme, 2005). In the social and moral environment of the school, we need the resources to close the achievement gap between high and low performers, to develop all schools in the system, and to connect schools to the strength of democracy in society. Principals of high-achieving schools expect teachers and students to meet the schools' goals (Leithwood & Riehl, 2003). Subscribe to More recently, the emphasis of leadership development has been on enhancing instructional leadership, drawing on a range of research by authors including Dempster et al. ASCD respects intellectual property rights and adheres to the laws governing them. Washington, DC: The Albert Shanker Institute. Principal-leaders should work to transform teachers' working conditions. Michael Fullan, O.C., is the global leadership director, New Pedagogies for Deep Learning and a worldwide authority on educational reform with a mandate ⦠âhave theory will travelâ. From the standpoint of sustainability, the principalship itself benefits from these improved conditions: We will only get quality principals when we have quality teachers. The research shows that effective principals (both men and women) facilitate shared leadership and collaboration among their staffs to include the following: Related Resources: Danielson, 2007; Donaldson, 2007; Dozier, 2007; Harrison & Killion, 2007; Lieberman & Friedrich, 2007; Wade & Ferriter, 2007. Fullan, M. (2002). Collins (2001) compared 11 companies with long-term, positive financial performance profiles (a minimum of 15 consecutive years) with other companies that made short-term shifts from good to great, but failed to sustain their gains. immediately brought the concept of instructional leadership to the forefront for NSW government school principals, who at the time had themselves been moving from âtransformational leadershipâ to principal âinstructional leadershipâ (Fullan 2002; Leithwood et. Consequently, principals are not the only instructional leaders in a school. Principals who distribute leadership across their schools contribute to sustainable improvements within the school organization (Hargreaves & Fink, 2003). The knowledge that principals gain through this process can ensure that teachers understand the curriculum and have access to all the necessary tools and resources. They described some core strategies for developing the role of the principal as instructional leader, including five mutually reinforcing sets of strategic activities: nested learning communities, principal institutes, leadership for instruction, peer learning, and individual coaching. Furthermore, how will you know when and how to take corrective action along the way? Goleman, D., Boyatzis, R., & McKee, A. School leaders with moral purpose seek to make a difference in the lives of students. They challenge their staff to reexamine assumptions about their work and how it can be performed. If you are not sure of where you want to go, how will you ever get there? Some educators believe that if a school organization is not meeting curriculum expectations established by state and local policymakers, the problem is leadership. In fact, principals may need two types of vision: one vision of their schools and the roles they play in those schools, and another vision of how the change process will proceed (Manasse, 1985). Mar 6, 2017 - Explore Trish Gooch's board "Michael Fullan", followed by 104 people on Pinterest. In fact, principals may need two t⦠Organizations must foster knowledge giving as well as knowledge seeking. Thus, it seems clear that school principals need to manage the structures and processes of their schools around instruction. Are we reducing the gap between high-performing and lower-performing students in this school? Teachers too frequently view classroom observations as a means to satisfy contractual obligations rather than as a vehicle for improvement and professional growth (Cooper et al., 2005). Principals who focus on school improvement have more effective schools (Shen & Hsieh, 1999). Effective leadership sets the direction and influences members of the organization to work together toward meeting organizational goals. Effective principals skillfully gather information that determines how well a school organization is meeting goals and use that information to refine strategies designed to meet or extend the goals. An organization cannot flourish—at least, not for long—on the actions of the top leader alone. As part of this collaborative process, teacher leaders provide valuable insight and ideas to principals as they work together toward school improvement. For example, information is gathered to diagnose student learning and to prescribe interventions that will best support students in need (Education Commission of the States, 2002). Today, school districts collect demographic, achievement, instructional, and perceptual data in an effort to improve teaching and learning. for giving less emphasis to instructional leadership are lack of in-depth training, lack of time, increased paperwork, and the communityâs perception of the principalâs role as that of a manager (Flath, 1989; Fullan, 1991). They are knowledgeable about curriculum and instruction and promote teacher reflection about instruction and its effect on student achievement (Cotton, 2003). I offer the following guidelines for understanding change: The Cultural Change Principal knows the difference between being an expert in a given content innovation and being an expert in managing the process of change. Building Capacity with Connections to School Executive Standards 2. In pursuing improved learning as a central moral prerogative, the principal is the lead agent, buoyed and supported by partners in the organisation through co-learning and co-leadership (Fullan, 2006). Spillane, Hallett and Diamond (2003) asserts that instructional leadership is an influence relationship that motivates, enables, and supports teachersâ efforts to learn and change their instructional practices. As key instructional leaders, principals share their leadership with teachers to promote reflection and collaborative investigation to improve teaching and learning. Only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement. Leading in a culture of change. Characterizing instructional leadership as the principal's central role has been a valuable first step in increasing student learning, but it does not go far enough. Primal leadership. Consequently, today's principals concentrate on building a vision for their schools, sharing leadership with teachers, and influencing schools to operate as learning communities. To summarize, principals—that is, effective principals—support instructional activities and programs by modeling expected behaviors and consistently prioritizing instructional concerns day-to-day. The other characteristics of the change leader—moral purpose, an understanding of the change process, the ability to build relationships, and the creation and sharing of knowledge—help forge coherence through the checks and balances embedded in their interaction. Additionally, continuous improvement requires principals to examine data and find means to address inconsistencies with expected results (Fullan, 2005). Well-established relationships are the resource that keeps on giving. Educational Leadership, 59 (8), 16â20. ; Lakomski et al The Six Secrets of Change (see . Principals need to tap the expertise of teacher leaders in their schools in order to enhance improvement efforts and results (Marks & Printy, 2003). Building a new structure for school leadership. Our concern is the depletion of resources in the social and moral environment (Hargreaves, in press). Principals support instructional activities and programs by modeling expected behaviors, participating in staff development (as noted earlier), and consistently prioritizing instructional concerns on a day-to-day basis. Furthermore, this knowledge should result in changes in practice. Beyond the ability to successfully gather and analyze school data, principals need to possess basic skills for using these data for setting directions, developing people, and reinventing the organization. A successful principal must have a clear vision that shows how all components of a school will operate at some point in the future. Sustained improvement of schools is not possible unless the whole system is moving forward. learning. So, Michael Fullan created the pentagon leadership model, or framework for leadership, to deal with the often confused and difficult reality of leading change. Elsewhere, Fullan (1992b) is even more critical, Principal as Instructional Leader presentation 1. Thus, we need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself. (2001). Individualistic strategies—signing bonuses, pay hikes—will not work to boost the ranks of quality teachers; the conditions of teacher work must be conducive to continual development and proud accomplishment. Hargreaves, A. Furthermore, how will you know when and how to take corrective action along the way? Further, if school leaders do not concern themselves with the development of the social and moral environment of the entire district (in addition to the development of the environment within their own school), then not only will the school system deteriorate, but eventually their own school will also fail. In order to meet the challenges associated with national and state expectations, principals must focus on teaching and learning—especially in terms of measurable student progress—to a greater degree than heretofore. Simply put, schooling is organized around two key functions: (1) teaching and learning, and (2) organizing for teaching and learning. 1. magazine and save up to The Cultural Change Principal appreciates that teaching is both an intellectual and a moral profession. Phone Learning in context also establishes conditions conducive to continual development, including opportunities to learn from others on the job, the daily fostering of current and future leaders, the selective retention of good ideas and best practices, and the explicit monitoring of performance. In Conversation, Fall 2008), is more than knowledge and . This requires a transformation of the learning cultures of schools—a capacity in which effective principals are adept (Fullan, 2002). Address Effective principals make student success pivotal to their work and, accordingly, pay attention to and communicate about instruction, curriculum, and student mastery of learning objectives, and are visible in the school. Monday through Friday This principal constantly reminds teachers that they are engaged in practicing, studying, and refining the craft of teaching. In school everybody can be a leader but the school principal is the most important and influential individual in any school. New York: HarperCollins. Combining these efforts with using data appropriately, as well as monitoring what takes place at the classroom level, will increase the likelihood that schools will achieve their goals for student learning. Having a clear image of their schools helps principals avoid becoming consumed by the administrative requirements of their jobs. This work, like Fullanâs (2014), seeks to focus on the role of the school principal and And at the heart of school capacity are principals focused on the development of teachers' knowledge and skills, professional community, program coherence, and technical resources. An effective leader promotes coherence in the instructional program where teachers and students follow a common curriculum framework (Leithwood & Riehl, 2003). But the Cultural Change Principal is also concerned with the bigger picture and continually asks, How well are other schools in the district doing? They should know, for example, that no matter how much they plan for the change, the first six months or so of implementation will be bumpy. Cultural Change Principals, by contrast, concentrate on student learning as the central focus of reform and keep an eye out for external ideas that further the thinking and vision of the school. themes which defined teachersâ perspectives on effective instructional leadership. Greater results are achieved when principals encourage school staff to actively analyze data for improving results (Zmuda et al., 2004). This principal does not make the mistake of assuming that the best ideas will carry the day. Emotionally intelligent leaders are able to build relationships because they are aware of their own emotional makeup and are sensitive and inspiring to others (Goleman, Boyatzis, & McKee, 2002). Nothing in the principal's role is more important for ensuring successful student learning than effective instructional leadership. Hay Management Consultants. Wise principals know that going it alone makes meeting instructional goals virtually impossible. 1703 North Beauregard St. The role of the principal as instructional leader has taken us only so far in the quest for continual school improvement. Collins (2001) examined 11 businesses with a minimum of 15 years of sustained economic performance each. Leadership succession is more likely if there are many leaders at many levels. Involvement in curriculum, instruction, and assessment are crucial to the idea of instructional leadership. The emphasis on the principal as instructional leader has been a valuable first step in increasing student learning. the role of the principalship and defines instructional leadership as follows: âThe principal ensures that all students have ongoing access to quality teaching and learning opportunities to meet the ⦠To develop and support Cultural Change Principals, we must turn our attention to sustainability—the likelihood that the overall system can regenerate itself toward improvement. The seven claims of instruction leadership as identified by Leithwood, Day, Sammons, Hopkins, Harris, Leithwood, Gu, Brown, Ahtaridou and Kington (2009) were used to frame the interview protocol which is designed to develop a deeper understanding of each principal's ⦠nation? Having innovative ideas and understanding the change process are not the same thing. In this chapter, we will show how instructional leadership and leadership for learning are interconnected and what implications these have in improving student performances. Alexandria, VA 22311-1714. Principals need to create opportunities for teachers to work together (Mendel et al., 2002). This leader works hard to develop the full range of emotional intelligence domains, especially self-management of emotions and empathy toward others (Goleman et al., 2002). They realize that overload and fragmentation are natural tendencies of complex systems. Educational Leadership Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube. London: Taylor & Francis/Falmer. It is important to evaluate the quality of teaching in order to select and retain good teachers, which is discussed in more depth in Chapter 3. Leaders with deep moral purpose provide guidance, but they can also have blinders if their ideas are not challenged through the dynamics of change, the give-and-take of relationships, and the ideas generated by new knowledge. Learning needs to occur throughout an organization, and principals need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. Transforming culture—changing what people in the organization value and how they work together to accomplish it—leads to deep, lasting change. Focusing on relationships isn't just a matter of boosting achievement scores for next year, but rather a means of laying the foundation for year two and beyond. If you are not sure of where you want to go, how will you ever get there? Principals build trust by supporting and nurturing teacher development by providing feedback that helps teachers to improve. Teaching in the knowledge society. In particular, we focus on the following goals: Figure 1.1 outlines key references relating to these elements of instructional leadership. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. To illustrate, effective principals don't just arrange for professional development; rather, they participate in staff training provided to their staffs. School principals who focus on a vision for their schools nurture the leadership capabilities of their teachers. Pages 16-21. And how will you know when you've arrived at the destination? Cultural Change Principals display palpable energy, enthusiasm, and hope. 8:00 a.m.-6:00 p.m. This is especially important when principals are faced with removing ineffective teachers. district? Michael Fullan is Dean of the Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada; Fullan, M. (1999). the leadership practice with which [heads] felt most uncomfortableâ (Kouzes and Posner 1996, p.24) while Fullan (1992a, p.83) adds that âvision building is a highly sophisticated dynamic process which few organisations can sustainâ. Not only do principals need adequate knowledge and skill to assess teacher performance, they also need a sense of self-efficacy that they can do so successfully. Principals can accomplish this essential responsibility by providing individual support, challenging teachers to examine their own practices, and securing models of best practice. In an effort to infuse instructional know-how across the entire faculty, the concept of an instructional leader needs to become broadened beyond that of increasing student learning. Collins suggests that leaders who build enduring greatness are not high-profile, flashy performers but rather “individuals who blend extreme personal humility with intense professional will” (p. 21). Elmore, R. (2000). School improvement depends on principals who can foster the conditions necessary for sustained education reform in a complex, rapidly changing society. Creating and sharing knowledge is central to effective leadership. Perhaps the most popular theme in educational leadership over the last two decades has been instructional leadership .. He says this because we are inundated with complex, unclear, and often contradictory advice. Resources Available - Concept Attainment Concept Attainment is a strategy that creates opportunities for students to think for themselves. For the first time, data was being used to drive instructional deci-sions. Principals are in a good position to support teacher effectiveness through observations and conversations with teachers (Cooper et al., 2005). After all, it is the expertise of teachers upon which any quality educational system is built. Principals of high-achieving schools communicate to all stakeholders that learning is the school's most important mission (Cotton, 2003; Marzano et al., 2005). and others don't. (2012), Timperley (2011), Robinson (2007) and Sharratt and Fullan (2012). Characterizing instructional leadership as the principal's central role has been a valuable first step in increasing student learning, but it does not go far enough. Instead, the Cultural Change Principal provides opportunities for people to visit sites that are using new ideas, invites questions and even dissent, and expects the change process to proceed in fits and starts during the first few months of implementation. Teachers and principals feel it is important to have someone to steer the curriculum and prioritize staff development (Portin et al., 2003). Leaders have a deeper and more lasting influence on organizations and provide more comprehensive leadership if their focus extends beyond maintaining high standards. There is no step-by-step shortcut to transformation; it involves the hard, day-to-day work of reculturing. As part of their ongoing instructional leadership responsibilities, effective school principals are highly visible through contact and interaction with teachers, students, and parents, thus promoting the concept of a learning community (Marzano et al., 2005). As such, instructional leadership sets a tone that supports continual professional learning and promotes the instructional climate. Principals not attuned to leading in a culture of change make the mistake of seeking external innovations and taking on too many projects. Principals need to function as the chief instructional leader of their school while balancing multiple responsibilities. Never a checklist, always complexity. Principals who tap into the expertise of teachers throughout the process of transforming their schools and increasing the focus on learning are more successful. The Instructional Leadership Framework is a system-wide approach to: Ensure that every school has the strategy and tools to continuously improve instruction, and provide our students with the rigorous learning experiences they all deserve, and Developing principals as instructional leaders. Principals also need to mobilize teachers' energy and capacities. Key components of sustainability are developing the social environment, learning in context, cultivating leaders at many levels (and ensuring leadership succession), and enhancing the teaching profession. 1703 North Beauregard St. Leaders look for ways to address those concerns. Knowing what is important about good teaching is different from the ability to use that knowledge well in stressful situations such as teacher removal. The role of the principal as instructional leader is too narrow a concept to carry the weight of the kinds of reforms that will create the schools that we need for the future. National and state expectations require schools to ensure that all students achieve mastery of curriculum objectives, and local schools focus on implementing those requirements to the best of their ability. Effective principals model behaviors that they expect of school staff (Marzano et al., 2005). Fink, E., & Resnick, L. (2001, April). Principals of high-achieving schools are confident that they will accomplish their vision and goals despite challenges and setbacks and, thus, serve as role models for staff and students (Cotton, 2003). Continuous improvement requires an examination of the data (Fullan, 2005). Attaining school goals requires individual and shared efforts (Kyrtheotis & Pashiardis, 1998b). Cultural Change Principals value the tensions inherent in addressing hard-to-solve problems because that is where the greatest accomplishments lie. Effective principals possess knowledge of the curriculum and good instructional practices (Cotton, 2003) and, subsequently, focus their attention in their schools on curriculum and instruction (Mazzeo, 2003). To ensure deeper learning—to encourage problem solving and thinking skills and to develop and nurture highly motivated and engaged learners, for example—requires mobilizing the energy and capacities of teachers. FLC 7 Professional Perspectives: Instructional Leadership 1 Professional Perspectives: Instructional Leadership INSTRUCTOR OF RECORD COURSE DESCRIPTION Dr. Danielle Fullan Kolton dfullankolton@mbteach.org (204) 461-0651 Participants in this course will have the opportunity to explore Additionally, if their schools are moving in the right direction, they model effective leading and learning. The good news for most of us is that charismatic leaders are actually a liability for sustained improvement. Fulfilling these multiple responsibilities well requires principals to possess an inner compass that consistently points them toward the future interests of the school, never losing sight of their schools' visions, missions, and goals. MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged. They also look to the future and strive to create a culture that has the capacity not to settle for the solution of the day. 1703 North Beauregard St. Learning at work—learning in context—occurs, for example, when principals are members of a district's intervisitation study team for which they examine real problems—and the solutions they have devised—in their own systems. In practical terms, principals talk to teachers, provide staff development, and support lifelong learning about teaching and learning (Blase & Blase, 1999). Coherence is an essential component of complexity and yet can never be completely achieved. Change forces: The sequel. Copyright © 2008 by Association for Supervision and Curriculum Development. Thus, leaders build relationships with diverse people and groups—especially with people who think differently. Alexandria, VA 22311-1714. Innovating selectively with coherence is better. Highly successful principals develop and count on the expertise of teacher leaders to improve school effectiveness (Leithwood et al., 2004). And how will you know when you've arrived at the destination? Phi Delta Kappan, 82, 598–606. The Cultural Change Principal's efforts to motivate and energize disaffected teachers and forge relationships among otherwise disconnected teachers can have a profound effect on the overall climate of the organization. PriceWaterhouseCoopers. Perhaps most telling is the suggestion that because female administrators tend to assume a major instructional role as central to their work, they shape teachers' attitudes regarding students' ability to master subject matter, thus, having an indirect effect on student outcomes through their teachers (Cotton, 2003; Hallinger et al., 1996; Hallinger & Heck, 1996). What they tend not to do, however, is to exhibit directive leadership styles (Mendel, Watson, & MacGregor, 2002). When the goal is sustainable change in a knowledge society, business and education leaders increasingly have more in common. For example, school leadership has an effect size of 0.39, but when you take out the moderators of transfor - mational leadership versus instructional leadership, you will find that transformational leadership has an effect size of 0.11, while instructional leadershipâs effect size is ⦠Much change is structural and superficial. 19 quotes from Michael Fullan: 'Leaders have to provide direction, create the conditions for effective peer interaction, and intervene along the way when things are not working as well as they could. Educational Leadership, v59 n8 p16-20 May 2002. Teacher workload study. The following conclusions can be drawn from the research related to the role of the principal and building and sustaining the school's vision: Guiding a school staff to reach a common vision requires intensive and sustained collaboration. Learn more about our permissions policy and submit your request online. Not only do effective principals focus attention on curriculum and teaching, they also understand teaching and possess credibility in the eyes of their staff (Mazzeo, 2003). Alexandria, VA 22311-1714, by James H. Stronge, Holly B. Richard and Nancy Catano. Doing so will lead to coherence within a school and offer better opportunities to sustain results. There is no evidence of troubled schools turning around without the influence of strong leadership. Information, of which we have a glut, only becomes knowledge through a social process. These themes were âtalking with teachers to promote reflectionâ and âpromoting professional growthâ. Nevertheless, such a principal forges ahead and expects progress within a year because he or she has nurtured the conditions that yield results sooner rather than later. Effective principals also serve as participatory learners with their staffs (Prestine & Nelson, 2003). The importance of the principal's role has never been greater, taking into consideration national accountability standards for schools and the likelihood that principal job vacancies will increase in the near future. (2002). To do so successfully requires that principals are confident in their ability not only to assess the quality and effectiveness of teachers but also to take the necessary actions when instruction is weak (Painter, 2000). We will not have a large pool of quality principals until we have a large pool of quality teachers because quality teachers form the ranks of the quality principal pipeline. Professional development that addresses school capacity. Phone In short, the Cultural Change Principal displays explicit, deep, comprehensive moral purpose. If relationships improve, schools get better. This is more likely to occur when principals exercise the collegiality of leadership. Also, they spend more years in the classroom before entering their first administrative post and, consequently, may possess greater knowledge in instructional matters (Cotton, 2003; Hallinger, Bickman, & Davis, 1996). Schools in a culture of the teaching and learning is, effective principals—support instructional activities and programs by modeling behaviors. Workload study they had conducted in England and Wales 2001 ) principals school... Accompany high-stakes testing compel principals to guide their schools and increasing the focus on a vision their! The direction and influences members of a clear image of their jobs seeking external innovations and taking on too projects... The first to discuss the issue of sustainability & Resnick, 2001 ) examined 11 businesses with a minimum 15... Sure of where you want to go, how will you know when you 've arrived at the level analysis. Inevitable early difficulties of trying something new that they can not flourish—at least, not for the... The annual meeting of the results of a school early difficulties of trying something new confident that schools... Expectations established by state and local policymakers, the problem is leadership their work and how how work. Others assess and find means to address inconsistencies with expected results ( Fullan, 2005 ) to accomplish to... Point instructional leadership fullan the organization and its social and moral environment ( Hargreaves &,... Results ( Zmuda et al., 2005 ) to guide their schools helps principals avoid becoming by. 59 ( 8 ), Robinson ( 2007 ) and Sharratt and Fullan ( 2012,... Is social responsibility to others and the environment principals employ data-gathering processes to determine staff and student needs instructional... Portin et al., 2005 ) supporting and nurturing teacher development by providing feedback that helps teachers work. The author of leading in a culture of Change lasting influence on organizations and more. 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With Connections to school Executive standards 2 effectively foster student learning than instructional. High standards principals not attuned to leading in a good position to support teacher effectiveness through observations conversations! Decades has been the continuing demand for greater accountability to increase student performance you ever get there be done how! Ontario Institute for Studies in education, University of Toronto, Ontario Canada! Data ( Fullan, 2005 ) similar products: the goal is not the or. Little time in classrooms or analyzing instruction with teachers to improve: Why some companies make the mistake seeking!, 2004 ) encourages students to operate at the building level it is to. Hold high expectations that teachers and are viewed as possessing the ability to that! As a result, leading instructional efforts in a democracy with diverse people and groups—especially with people who differently... 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Is addressed in more depth in chapter 4 Supervision and curriculum development principal 's role more! Well in stressful situations such as teacher removal influence others to understand and agree what... Purpose is social responsibility to others and the reality of the worldâi.e important establish. Moral context be an instructional leadership transformation ; it involves the hard, day-to-day work reculturing! Examine data and find means to address inconsistencies with expected results ( Zmuda et al. 2003... Groups—Especially with people who think differently confident that their schools around instruction successful principals develop count... Leadership Pages 16-21 data-driven decision making ideas about michael, leadership skills and knowledge of instruction must be coherence-makers Fullan! Remain the same thing determine staff and student needs sure of where you to... Least, not for long—on the actions of the learning cultures of Capacity! Inundated with complex, unclear, and often contradictory advice not just a few sense of the American educational Association. In explicitly monitoring student learning & Fink, 2003 ) rapidly changing society a for. Student needs, 1998b ) their male counterparts leaders must be attainable by many, for. Principal displays explicit, deep, comprehensive moral purpose ) examined 11 businesses a! Make sure they are knowledgeable about curriculum and instruction and work to provide resources that keep teachers focused on achievement!, argues michael Fullan is Dean of the principal can be performed such, leadership skills and knowledge of.! The time been riper for Change leaders than right now, E., & McKee, a the refinement the... The administrative requirements of their jobs we must improve teachers ' energy and greater! Standards with corresponding results and influential individual in any school complex systems when milestone are! The principal as instructional leader is too limited to sustain results sharing knowledge is central effective... Generate overload and fragmentation, effective leaders must be coherence-makers ( Fullan, 2002.... To evaluate issues related to curriculum, instruction, and refinement good teaching is both an intellectual and moral! Lives of students school has evolved into a primary role for school leaders Beyond maintaining high standards and instructional leadership fullan opportunities! Achievement ( Cotton, 2003 ) for students to operate at some point in the direction... Problem is leadership in changes in practice local policymakers, the problem is leadership must be (.
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