A Developmental Framework for Instructional Leadership

Reitzug, Ulrich C.; West, Deborah L.

doi:10.1007/978-94-007-1350-5_12

Cited by 3 publications

(1 citation statement)

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“…An emerging picture of educational leadership treats the improvement of instruction as a primary goal. Our own framing of “learning-focused leadership” (Copland & Knapp, 2006), evolving ideas about the nature of “instructional leadership” (Hallinger & Heck, 2010; Knapp, Mkhwanazi, & Portin, 2012; Reitzug & West, 2011), and recent treatments of leadership for instructional improvement (e.g., Fink & Markholt, 2011) offer a strong basis for specifying the content of the transformative learning process we have sought to construct. Central to these notions are the leaders’ deep knowledge of instruction (e.g., Stein & Nelson, 2003) and understanding of the contexts of student learning, coupled with the leaders’ commitment to making the learning of students, professionals, and the system itself a persistent, public focus of leadership work (Breidenstein, Fahey, Glickman, & Hensley, 2012; Copland & Knapp, 2006).…”

Section: Transformative Learning About Leadership Practice In the Doctoral Contextmentioning

confidence: 99%

Using Transformative Experiences to Prepare Instructional Leaders Through Doctoral Education

Ginsberg

Knapp

Farrington

2014

Journal of Research on Leadership Education

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This article examines two questions: (a) In what ways can doctoral-level learning experiences help executive-level P-12 leaders to develop instructional leadership expertise and commitment to high levels of learning among diverse student groups? (b) How can educators be supported in this learning within the context of an Education Doctorate (EdD)? To explore these questions, we first draw on the literature concerning adult professional learning, instructional leadership, and the doctoral education of educators aiming for administrative roles and practice, to create a framework for examining university-based efforts to guide aspiring leaders’ learning in these realms. Then, focusing on the “instructional leadership” strand of an EdD program in which we are instructors, we examine how an appropriate learning environment can be constructed, and then illustrate the nature and evidence of learning with mini-cases of three different kinds of students who participated in the program.

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Section: Transformative Learning About Leadership Practice In the Doctoral Contextmentioning

confidence: 99%