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Handbook of Instructional Leadership
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Handbook of Instructional Leadership
How Successful Principals Promote Teaching and Learning

Second Edition


March 2014 | 248 pages | Corwin
From the Foreword of the First Edition:

`A treasure trove of knowledge about instructional leadership. Rich descriptions bring to life such concepts as inquiry, reflection, collaboration, empowerment, and learning community. The authors enable the reader to encounter the spirit of schools where these ideas have become a reality' - From the Foreword by Stephen P Gordon, Southwest Texas State University

The Handbook of Instructional Leadership is drawn from a study of more than 800 teachers schools nationwide. In this expanded Second Edition, the authors incorporate recent findings and insights from research, literature, and national reports. Also included in this new edition is an in-depth examination of the elements of instructional leadership related to the development of a professional learning community.

This book is written for practicing and prospective instructional leaders whose objective is to develop reflective, collaborative, problem-solving contexts for dialogue about instruction, and what successful leaders do to enhance teaching and learning. These leaders are namely principals, assistant principals, lead teachers, department chairpersons, curriculum directors, and staff developers.

This book will illuminate basic elements of effective instructional leadership and describe specifically how it supports both teacher and student learning.

Stephen P. Gordon
Foreword
 
Preface
Acknowledgments

 
 
About the Authors
 
Dedication
 
Part I. The Art and Science of Instructional Leadership
 
1. The Craft of Teacher Supervision
Our Study

 
The Instructional Supervision Legacy: From Control to Collaboration

 
Research on Instructional Supervision

 
Current Issues in the Field

 
 
2. The Conference: Heart of Instructional Supervision
Successful Approaches

 
Research on Instructional Conferences

 
Our Findings

 
Summary

 
 
3. Staff Development: Promoting Professional Growth
Research on Teaching and Learning

 
How Do Teachers Learn? Principles That Shape Staff Development

 
Our Findings: The Lifelong Study of Teaching and Learning

 
PSSSSST! Redesign

 
Tips for Leaders

 
Summary

 
 
4. Reflection: Encouraging Critical Study
The Need for Reflective Practice

 
Related Research and the Development of Frameworks for Reflective Thinking

 
Approaches to Reflective Supervision

 
Our Study: Characteristics of Teacher Reflection

 
Principal Behaviors Fostering Reflection in Teachers and the Benefits to Teachers

 
Cognitive Coaching: Bridge to Reflection

 
Encouraging Reflection: Helpful Reminders

 
Portrait of a Facilitator for Reflective Practice

 
 
Part II. How Supervisors' Behaviors - Positive and Negative - Affect Teachers
 
5. Being Visible Versus Interrupting and Abandoning
Visibility by Wandering Around

 
Interruption of Class Instruction

 
Abandonment

 
 
6. Praising Versus Criticizing
Praise

 
Criticism: More About Control

 
 
7. Extending Autonomy Versus Maintaining Control
Extending Autonomy

 
The Control Orientation and Instructional Leadership

 
Other Aspects of Control

 
Goals of Principals' Control Orientation

 
The Abusive Control Orientation: The Worst of All

 
Summary

 
 
8. Conclusion: The Successful Instructional Leader
What, Then, Is Successful Instructional Leadership or Supervision?

 
Successful Leadership Vis-à-vis Instruction

 
Tips for Principals

 
Linking Instructional Leadership to the Development of a Professional Learning Community

 
 
9. Instructional Leadership: A Bridge to the Development of a Professional Learning Community
Recruiting for a Professional Learning Community

 
Professional Learning Communities: Findings From Research

 
Suggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning
Community

 
Everyone an Academic Leader

 
More to Learn: A Final Word

 
 
Resource: Research Method and Procedures
 
References
 
Index

it suited the course
it had practical information

Professor Michelle Prytula
Educational Administration, Univ of Saskatchewan
February 14, 2012
Key features
  • Biggest seller in instructional leadership
  • This book is specifically intended for K-12 principals, but will appeal to higher education as well
  • Written by two of Corwin's bestselling authors
  • This book is widely known and recognized by instructional leadership experts in the country
  • Good book for Sage Education to promote in administration

In this expanded second edition of the Handbook of Instructional Leadership the authors include findings from recent research, literature, and national reports as well as additional figures, models, tips, and reading lists. In the new, final chapter the authors integrate findings about successful instructional leadership with extant research on professional learning communities and constructivist leading and learning.

The authors conclude that "we have not yet achieved a full understanding of myriad related issues such as adult growth, career development, reflective thinking, power elements of interaction among educators, coaching, constructivist leading and learning, and development of professional learning communities. Refreshingly, the continuing study of instructional leadership, partially illuminated by such work as this, is testament to the essence of all who work in our field as teachers, leaders, and researchers: It is a matter of lifelong learning."

Rebajo (Jo) R. Blase

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she... More About Author

Joseph Blase

Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite... More About Author

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ISBN: 9780761931157
$ 34.95