Investigating How to Support Principals as Instructional Leaders in Mathematics

We present a framework for considering principals’ knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals’ ability to identify aspects of high-quality mathema...

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Bibliographic Details
Published in:Journal of research on leadership education 2017-12, Vol.12 (3), p.183-214
Main Authors: Boston, Melissa D., Henrick, Erin C., Gibbons, Lynsey K., Berebitsky, Dan, Colby, Glenn T.
Format: Article
Language:English
Subjects:
Administrator Attitudes
Educational Quality
Faculty Development
Feedback (Response)
Instructional Leadership
Interviews
Mathematics Instruction
Middle School Teachers
Pretests Posttests
Principals
Professional Identity
Questionnaires
Teacher Administrator Relationship
Teaching Methods
Video Technology
Workshops
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Summary:We present a framework for considering principals’ knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals’ ability to identify aspects of high-quality mathematical tasks and instruction through pre–post task sort analyses and classroom video analyses. Significant differences occurred in principals’ identification of high-quality mathematics tasks and instruction, students’ thinking, and teachers’ actions. Subsequent data identified changes in principals’ feedback to mathematics teachers; however, this change was not sustained in following years. We hypothesize necessary conditions for supporting principals as instructional leaders in specific content areas.
ISSN:1942-7751
1942-7751
DOI:10.1177/1942775116640254