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TRANSCRIPT
Instructional Leadership:
The Key to Quality Instruction
August 7, 2013
Cathy J. Lassiter, Ed.D.
What All School
Leaders Need
to Know about
Instructional
Leadership
Instructional Leadership
College and Career
Readiness
Teacher & Leader Evaluations
School Culture
Contemporary Research
• Hattie, J. (2009). Visible learning: A synthesis of
over 800 meta-analyses relating to achievement.
New York: Routledge.
• Horng, E., Klasik, D., & Loeb, S. (2010). Principal’s
time use and school effectiveness. Stanford
University.
• Kouzes, J. M., & Posner, B. Z. (2010). The truth
about leadership. San Francisco, CA: Jossey-Bass.
• Louis, K. S., Leithwood, K., Wahlstrom, K. L., &
Anderson, S. E. (2010). Investigating the links to
improved student learning. The Wallace
Foundation.
• Robinson, V. M. J. (2011). Student-centered
leadership. San Francisco, CA: Jossey-Bass.
The Impact of Leadership on
Student Outcomes
5 Key
Principal Practices
Robinson, V., Lloyd, C., & Rowe, K., 2008
Rank Order these Leadership
Dimensions
Leadership Dimensions Rank Order
Establishing goals and expectations
Resourcing strategically
Ensuring quality teaching
Leading teacher learning and
development
Ensuring an orderly and safe
environment
Why is this principal behavior so
impactful on student learning
results?
Effects of Leading Teacher Learning
and Development
Investigating the Links to
Improved Student Learning
Wahlstrom, K., Seashore-Louis, K., Leithwood, K.& Anderson,S. 2010
Investigating the Links to
Improved Student
Learning
Wahlstrom, K. L., Louis, K. S., Leithwood, K., & Anderson, S. A. (2010). Investigating the Links
to Improved student learning: Executive summary of research findings. St. Paul, MN: University
of Minnesota.
9 states, 43 school districts,
180 schools
University of Minnesota’s
Center for Applied Research
and Educational Improvement
and the University of Toronto’s
Ontario Institute for Studies in
Education
Categories of Principal Behavior
Instructional Climate & Instructional Actions
Findings: Climate
• High-performing
schools report high
levels of Instructional
Climate
• Principals rated high
on Instructional
Climate emphasize
research-based
strategies and can
apply them in their
schools
Findings: Elementary
Elementary teachers
working with highly-
rated principals
report high levels of
instructional climate
and instructional
actions.
Findings: Secondary
• Secondary teachers
rarely report that
leaders engage in
Instructional Action
• Secondary schools
dominate the lowest
achievement cells
for principals
Core Leadership Practices
Developing
People
Setting
Directions
Managing the
Instructional Program Redesigning the
Organization
Staff Perceptions
Time spent on
instructional activities
is positively associated
with staff perception of
the school’s
educational
environment and
teacher’s satisfaction
with teaching in
general.
Visible Learning
What Works BEST?
Hattie, J. (2009) Visible Learning. Rutledge. New York
The major message is simple- what teachers do
matters. According to Hattie, the most effective teachers,
“…provide students with multiple opportunities and alternatives
for developing learning strategies based on the surface and deep
levels of learning of content or domain matter, leading to
students building conceptual understanding of this learning
which is used in future learning.”
The major message is simple- what teachers do
matters. According to Hattie, the most effective teachers,
“…provide students with multiple opportunities and alternatives
for developing learning strategies based on the surface and deep
levels of learning of content or domain matter, leading to
students building conceptual understanding of this learning
which is used in future learning.”
Surface Learning
Deep Learning
Conceptual Learning
High-Effect Size Practices
Contemporary research
reveals a core of
instructional and
leadership strategies
that have a higher
probability than most of
positively impacting
student learning in
significant ways.
High-Effect Size Practices Classroom teachers need a repertoire of strategies with
a positive-effect size so that what they are able to do
instructionally, after adapting to classroom conditions,
has a reasonable chance of getting positive results.
Learning Activity
Test your
knowledge:
19% 34% 14% 15% 25% 20% 17%
High-Effect Strategies Typical Percentile Gains
Summarizing
Homework
Practice
Effort & Recognition
Tracking Student Progress
Using Scoring Scales
Nonlinguistic Representations
Note Taking
Student Discussion/Chunking
Setting Goals/Objectives
Identifying Similarities & Differences
Building Vocabulary
Interactive Games
High-Effect Size Strategies
Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective
Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Rank These Effects
• Teacher subject
knowledge
•Questioning strategies
• Teacher expectations
• Team teaching
• Learning styles
• Vocabulary instruction
•Metacognitive strategies
•Open classrooms
• Teacher-student
relationships
• Feedback
• Teaching test-taking
• Ability grouping
• Retention
• Phonics Instruction
Instructional Leadership
College & Career
Readiness
Teacher & Leader Evaluations
School Culture
Questions and Reflection
Cathy J. Lassiter, Ed.D.
Professional Development Associate
The Leadership and Learning Center
303.504.9312, Ext. 526