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ERIC Number: ED520759
Record Type: Non-Journal
Publication Date: 2010
Pages: 207
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-4430-6
School Leadership that Develops Teachers' Instructional Capacity
Jackson, Janice K.
ProQuest LLC, Ed.D. Dissertation, University of Illinois at Chicago
This study focus on the question: "How do high school principals, regarded as having skills in developing the instructional capacity of teachers, exercise their leadership to promote the development of teacher's instructional capacity in three primary contexts; whole school, content department or grade level teams and individually?" Essentially how do principals make teachers better? I focused on three primary domains where principals can impact teacher practice; whole school professional development, through the development of high performing teams and through individual work with teachers on their instruction practice (i.e. observation, evaluation, coaching, etc). I used a multi-case study approach where the principal was the case. Data was gathered by face-to-face principal interviews, department chair or teacher leader interviews, classroom teacher interviews, observation of department meetings, whole school meetings and document review of school meeting and department agendas, minutes from those meeting, plans, teacher evaluation documents, handbooks, school newspapers, etc. The principals in this study represent the case. I had to identify principals who have demonstrated their ability to build the instructional capacity of their staff. To do so, I used the criterion sampling method. The principals were recruited based on recommendations from Area Instruction Officers within Chicago Public Schools. I used a tight structure for the interviews that kept the interviewee focused on the open-ended questions being posed. The interview instrument is comprised of a series of open- ended questions grouped by domain that ascertains information about the principals' practice and impact in each domain. What I found is that directly increasing teacher capacity in each domain at the same level is difficult because of the competing demands of the job, as well as the principal's own skill set. Each principal has their own approach to developing staff, which varied from that of a full interventionist to more traditional hierarchical layering of intervention. I also found that principals must foster an environment of teacher empowerment by offering several opportunities for teacher leadership to support this work. The principal must relentlessly monitor whole school initiatives. Finally they both created a culture of adult learning in the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois