Should principals stop visiting classrooms?

CC Licence Photo Credit: Flickr user stevendepolo

CC Licence Photo Credit: Flickr user stevendepolo

Principals are  above all supposed to be “instructional leaders” but exactly what that means — or how to be effective in that role —  isn’t entirely clear. Cognitive scientist Daniel Willingham looks at the research on what makes for an effective instructional leader in the post below. Willingham is a professor and director of graduate studies in psychology at the University of Virginia and author of “Why Don’t Students Like School?” His latest book is “When Can You Trust The Experts? How to tell good science from bad in education.” This appeared on his Science and Education blog.

By Daniel Willingham

What does it mean for an administrator to be an instructional leader? As often as this phrase is repeated, you’d think there would be well-researched techniques with proven effectiveness. There is no shortage of authors offering protips: Amazon has over a thousand titles that include the phrase.

But there is less research on the topic than you’d think, and much of it (e.g., May, Huff, & Goldring, 2012) actually shows a weak or non-existent relationship between student achievement and the priority administrators place on instructional leadership (as opposed to other aspects of a principal’s job, e.g., close attention to administrative matters, inspirational leadership, focus on school culture, etc.).

Please follow the link below to read the remainder of this great article!

Should principals stop visiting classrooms?.

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“The pessimist complains about the wind. The optimist expects it to change. The leader adjusts the sails.”

- John Maxwell

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