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Instructional Leadership, Teaching Quality, and Student Achievement


"Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? The Instructional Leadership Study provides suggestive although not definitive evidence that it does. The study examines a theory of school change articulated by the Institute for Learning at the University of Pittsburgh. The IFL provides technical assistance to school districts, primarily through strategic planning, coaching, and professional development for district and school administrators; it has also enunciated a set of "Principles of Learning" about the ideas and practices that promote students' academic achievement. ...Statistically significant associations connected each pair of steps in the theory of action. Thus, principals who received more professional development were more actively involved in the professional development of their teachers. Teachers who got more professional development taught lessons that were of higher instructional quality. And schools where instructional quality was higher also had students with higher academic achievement."