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portance of school leadership has led to in- of ideal instructional leaders — outstanding
creased attention to recruiting and preparing teachers, inspired to use their exceptional
school leaders. Many new principal prepara- teaching skills to impact student learning.
BY EILEEN HORNG tion and development programs emphasize the Leaders could mentor their teaching staff by
AND SUSANNA LOEB role of principals as “instructional leaders.” observing practice, providing pointed feed-
This emphasis on instructional leadership was back, and modeling instruction when neces-
driven in large part by the effective schools sary. Although this is an appealing portrait of
Schools that improve movement of the 1970s and 1980s and has since the ideal, this model is actually poorly suited
student achievement been renewed because of increasing demands to the reality of many of today’s schools. That
are more likely to that school leaders be held accountable for stu- reality includes large high schools serving
have principals who dent performance (Hallinger 2005). However, some 3,000 students with courses ranging from
are strong while broad agreement exists on the impor- Advanced Placement Calculus to service
tance of instructional leadership, there is less learning. No matter how extensive the teach-
organizational
consensus on what instructional leadership ac- ing background of a school leader, could any-
managers than are tually is. Some construe instructional leader- one have the content knowledge and relevant
schools with ship as synonymous with classroom observa- experience to coach one beginning teacher in
principals who spend tions and direct teaching of students and teach- how to engage students in British poetry of
more of their time ers. Informed by observations and interviews World War I and another on how to differ-
observing in hundreds of schools, we call for a different entiate instruction in general chemistry? Even
view of instructional leadership, one that in- if school leaders have the requisite expertise,
classrooms or
cludes broader personnel practices and re- imagine them finding the time to regularly
directly coaching source allocation practices as central to in- observe 250 teachers or provide extensive
teachers. structional improvement. hands-on mentoring on curriculum and in-
struction.
Traditional Ideas
The traditional instructional leadership lit- Different Ideas
R&D appears in each issue of
Kappan with the assistance of erature emphasizes teaching and learning as- A different view of instructional leadership
the Deans’ Alliance, which is pects of school leadership. This research gen- emphasizes organizational management for
composed of the deans of the erally concludes that a strong, directive prin- instructional improvement rather than day-
education schools/colleges at cipal, focused on curriculum and instruction, to-day teaching and learning. On its face, this
the following universities: is essential for effective schools. Writers in this reconceptualization may appear to underesti-
Harvard University, Michigan tradition have characterized successful instruc- mate the importance of classroom instruction.
State University, Northwestern
tional leaders as “hands-on” leaders, engaged After all, isn’t day-to-day teaching and learn-
University, Stanford University,
ing at the heart of good classroom instruction?
Teachers College Columbia
University, University of
Of course, it is. However, the quality of teach-
California Berkeley, University of EILEEN HORNG is associate director of the Institute for ing in a school, in many cases, can be affected
California Los Angeles, Research on Education Policy and Practice (IREPP) at only marginally by a principal’s involvement
University of Michigan, Stanford University, Stanford, Calif. SUSANNA LOEB is in the classroom. School leaders can have a
University of Pennsylvania, and a professor of education at Stanford University and direc- tremendous effect on student learning through
University of Wisconsin. tor of IREPP. the teachers they hire, how they assign those
Schools
demonstrating
growth in student
achievement are
more likely to have
principals who are
strong organizational
managers.
Thinkstock/Hemera
and development of its teachers. We find that goals. Interestingly, many of these principals
effective schools are able to retain higher-qual- also illustrate how they strategically use pro-
ity teachers and remove lower-quality ones. In fessional development with poorly perform-
addition, when teacher vacancies do arise, ing teachers. In some cases, they use profes-
these effective schools are better able to attract sional development as coaching to help low-
and hire higher-quality teachers. We also find performing teachers improve, and in other
that teachers who work in more effective cases, they use it as punishment to encourage
schools improve more rapidly than do those in low-performing teachers to transfer elsewhere.
less effective ones. School leaders’ organiza- As an example of the former, one principal cre-
tional management practices — particularly, in ates school-level professional development
the area of personnel management — appear sessions focused on specific areas where some
to play a critical role in improving schools of his teachers need improvement. As an ex-
(Beteille, Kalogrides, and Loeb 2009). ample of the latter, another principal describes
In another study, we find that these person- how she encourages a poorly performing
nel management practices are particularly suc- teacher to leave:
cessful when applied strategically (Balu,
Horng, and Loeb 2010). This happens when I started documenting her from the first week
efforts to recruit, support, retain, develop, and of school, and I’ve had meeting upon meet-
remove teachers are clearly targeted. For ex- ing with her. I made her do a lesson — I don’t
make anybody [else] here do a daily lesson or
ample, a principal we interviewed explains how a weekly lesson. I’ve been in her classroom.
he targets retention efforts on exceptional It’s a one-year thing, and she’s not coming
teachers: back.
There are some teachers that I have for lead- When strategic organizational managers
ership roles that don’t exist in the regular [dis- have poorly performing teachers, they make an
trict] guidelines, like department chairs or effort to understand why individual teachers