Defining and Activating the Role of Department Chair as Instructional Leader

Abstract

With strong connection to schoolwide policy and vision and to the realities of the daily life of teachers and students, the department chair is uniquely positioned to play an important role in advancing instructional effectiveness (Printy, 2008; Weller, 2001). This article provides an in-depth look at the efforts of three urban comprehensive high schools to revision the role of department chair as instructional leader. The case studies identify building a shared vision, trust, role clarity, professional development, modeling, and application as critical elements of leadership development. The article defines the role of department chair as instructional leader and examines the effects of efforts to strengthen this role. Findings suggest that department chairs found their new role to be motivating and enriching, but significant training and reshaping of school norms were needed to provide the skills and legitimacy for them to lead instructional improvement in their departments. Urban schools educate half of the minority students in the United States and about 20% of White students (National Center for Education Statistics, 2005). Urban high schools represent a particularly significant challenge for educational leaders, due to their large size, cultures of professional isolation, diffuse academic goals, economic and cultural diversity, and the magnitude, complexity, and urgency of presenting problems (Hipp & Weber, 2008). Intensified new instructional leadership demands have been added to the list of traditional responsibilities shouldered by urban high school principals for successful management of school structures, cultures, and daily operations. Within this environment, urban high school principals have had

The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait

“…Recent research has emphasized the effect of instructional leadership on the overall progress of education (Bendikson et al, 2012; Hallinger, 2003; Hallinger and Lee, 2013; Robinson, 2008). HoDs have exceptional positions as catalysts for curriculum and instruction within their own departments, and they can foster ideas for school improvement over the more extensive school setting (Busher and Harris, 1999; Daresh and Male, 2001; Kelley and Salisbury, 2013; Kleine-Kracht, 1993).…”

“…Internationally, HoDs’ roles vary in terms of adapting instructional leadership practices to foster teachers’ professional learning as contributors to cultural and educational context (Kelley and Salisbury, 2013; Tan, 2012). Studies of instructional leadership practices have revealed that HoDs are critical for facilitating teachers’ engagement, cooperation, and school initiatives in their departments (Busher and Harris, 1999; Dinham, 2005; Jaca, 2013; Kelley and Salisbury, 2013). Ghamrawi (2010) showed that subject leaders can foster instructional leadership and promote a collegial community for developing the quality of teaching and learning.…”

“…In school systems worldwide, studies have indicated that heads of departments (HoDs), described as both instructional leaders and subject matter experts, often direct curriculum change and professional learning (Alsaleh, 2019; Daresh and Male, 2001; Kelley and Salisbury, 2013; Klar, 2012; Kruger, 2003). School leaders can also facilitate other factors that contribute to professional learning in schools, such as building cooperative teams and a collegial community of practice (Carney, 2000; Graham, 2007; Printy, 2008).…”

Comparing CALL and VAL-ED: An Illustrative Application of a Decision Matrix for Leadership Feedback Instruments

“…It is important to note that shared leadership does not necessarily favor instructional leadership or transformational leadership. However, there is a growing body of research related to shared or distributed instructional leadership (see, e.g., Bredeson, 2013; Kelley & Salisbury, 2013; Klar, 2013; Marks & Printy, 2003).…”

Distributed Instructional Leadership in Urban High Schools: Transforming the Work of Principals and Department Chairs through Professional Development

“…The study reported in this article is part of a larger study of the leadership-for-learning project (see, e.g., Kelley & Salisbury, 2013;Klar, 2013). This article focuses on the professional development practices that support the emergence of distributed instructional leadership (DIL) in six urban high schools.…”