Blazing New Trails - Connexions

72 CRITICAL ISSUES IN SHARED LEADERSHIP
The superintendent went further than just getting resources for the classroom.
Principals reported that they were expected to maintain a strong instructional focus,
supporting the teacher who was closest to the student. Specifically, focus group participants
expressed that it was an effective decision on the part of the superintendent to provide intense
training to principals on instructional leadership practices. Principals were also directed by the
superintendent to attend professional opportunities on instructional strategies along-side
teachers to be knowledgeable and bridge the superintendent’s vision for student improvement.
This attendance not only focused teachers’ efforts on instructionally related issues, but it also
provided principals a better understanding of what effective instruction looked like and how
the practices aligned to the superintendent’s vision of improved student learning for all.
Principal A described the process:
Not only is it, ‘Hey, you have to be an instructional leader; this is what we want you to
do,’ but we also were given training. We went through the same training that the
teachers went through . . . . Four years ago I’d be going into observations, and for the
so-so teacher, I could give them great suggestions, but for my really good teachers,
how do I get them to get better? And then [after the trainings], it was obvious where
they needed work . . . . He gave me the tools to be able to be an instructional leader by
giving me those strategies and that professional development.
The instructional capacity to sustain academic achievement levels in District A was
evidence of the superintendent’s extension of resources to train teachers, showing how to
incorporate new curriculum and research based instructional strategies in the classroom. The
superintendent provided the direction for professional development that strengthened the
instructional practices and existing culture to align with the instructional purpose of the
district vision.
Leadership practices of the superintendent are presented in Table 3.
Table 3. Instructional and Transformational Leadership Practices of the Superintendent.
District A Superintendent
Creating a shared sense of purpose in schools-establishment of a vision reinforced at
all levels of the district, clear expectations, aligned resources to vision
Developing a climate of high expectations and a school culture focused on innovation and
improvement of teaching and learning-deliberate strategies by the superintendent to shape a culture
of collaboration, expectations of excellence, establishment of norms, values and beliefs
Shaping the reward structure of the school to reflect the school’s mission as well as goals set for staff
and students-superintendent’s message was learning is a “journey not a destination”
Organizing and providing a wide range of activities aimed at intellectual stimulation and the
continuous development of staff-allocation of resources for professional development opportunities
provided to meet superintendents expectations, structured routines for reflective conversations
among administrators; personal and professional growth of staff