Instructional Leadership Challenges: The Case of Using Student Achievement Information for Instructional Improvement

Autor/in	Timperley, Helen S.
Titel	Instructional Leadership Challenges: The Case of Using Student Achievement Information for Instructional Improvement
Quelle	In: Leadership and Policy in Schools, 4 (2005) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Foreign Countries; Instructional Leadership; Assistant Principals; Teacher Administrator Relationship; Educational Change; Action Research; Data Analysis; Data Interpretation; Instructional Improvement; Literacy; Low Achievement; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Principals; Stellvertretende Schulleitung; Bildungsreform; Projektforschung; Auswertung; Data evaluation; Datenauswertung; Unterrichtsqualität; Alphabetisierung; Schreib- und Lesefähigkeit; Unterdurchschnittliche Leistung; Neuseeland
Abstract	Increasingly school leaders are being challenged to take a more instructionally focused role in their schools. This paper tracks the leadership challenges through a change process involving an assistant principal and a group of teachers, supported by a consultant, through four phases of an action research project. During the project the participants learned how to use achievement data to improve instruction for their low-achieving students. Initially, the teachers did not believe that they could influence the low literacy achievement of their students and so analyzing achievement data was irrelevant to their practice. Eighteen months later they were using the data to target their instruction more precisely and to test the effectiveness of their teaching practice and make refinements to their programs. The multifaceted challenges involved in leading such an initiative are discussed for each phase, together with conclusions about the realities of instructional leadership and the support that might be needed to undertake it effectively. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10