Leading with integrity How principals influence teacher effectiveness without derailing morale

Abstract

LEADERSHIP DEBATES Instructional leadership developed in the 1980s in response to concerns that poverty levels in school neighbourhoods predicted learning inequality in student outcomes and school factors were unable to change this outcome. The instructional leadership model asserts that teachers and principals can alter inequitable learning outcomes. According to the model, student learning improves as a result of improvement in the curriculum, instruction, and assessment. Principals lead by observing teachers in class, providing growth feedback, monitoring student learning, and ensuring a safe and positive learning climate.