The Scope of Principal Efforts to Improve Instruction

By Henry May, J. Supovitz. 2011

245 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/de09ad3c51d29032019ca9319cb24aafdea373f9

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Citations in the corpus

Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Although the empirical association between school leadership and teacher practice has consumed scholarly attention during the past decade (e.g. Goddard et al., 2019; May and Supovitz, 2011; Supovitz et al., 2010; Thoonen et al., 2011), the available research has considerable limitations.”
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal (2018, background): “Estimates of overall principal time spent on instruction place it at 20% or less (e.g., Goldring, Huff, May, & Camburn, 2008; Horng et al., 2010; May & Supovitz, 2011).”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “The clear intent of instructional leadership is to improve student learning outcomes by strengthening teachers’ instructional practices (Brown et al., 2004; Finnigan, 2010; Heck and Moriyama, 2010; May and Supovitz, 2011; Robinson et al., 2008).”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “…educational leadership is related to participation in professional learning opportunities, self-efficacy, changes in instructional practices, and increases in teacher effectiveness (e.g., Fackler & Malmberg, 2016; Johnson, Kraft,& Papay, 2012; Kraft& Papay, 2014; Ladd, 2009;May & Supovitz, 2011).”
National contexts influencing principals' time use and allocation: economic development, societal culture, and educational system (2012, background): “This body of research supports the proposition that the allocation of greater attention by principals to certain task domains may offer greater leverage for school improvement than others (Bell, Bolam, & Cubillo, 2003 ; Hallinger & Heck, 1996 ; Leithwood, Louis, Anderson, & Wahlstrom, 2004; May & ”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “In addition, change in teachers’ instructional practice may be more likely to occur within the context of strong instructional leadership (Blasé & Blasé, 1999; Borko, Wolf, Simone, & Uchiyama, 2003; May & Supovitz, 2011).”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “Principals play a key role in promoting professional growth among teachers by serving as instructional leaders who provide targeted feedback and facilitate opportunities for teachers to reflect on their practice (Blase & Blase, 1999; May & Supovitz, 2010).”