Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters

2022/11/02 by Elham Kazemi, Alison Fox Resnick, Lynsey Gibbons
Social Sciences · #Teacher Education and Leadership Studies #Mathematics Education and Teaching Techniques #Education and Technology Integration

paper · doi:10.3102/00028312221130706

Abstract

Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by using it to make sense of one elementary principal’s practice in leading her school for instructional transformation in mathematics. Our analysis contributes to how leadership efforts to transform instruction might be studied and ultimately supported.

Citations

• Crafting Coherence: How Schools Strategically Manage Multiple, External Demands
• What Makes Professional Development Effective? Results From a National Sample of Teachers
• Professional Development and Teacher Learning: Mapping the Terrain
• The Dilemmas of Educational Reform

Related

• Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership
• The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective
• How to Improve Teaching Practices
• The Influence of Principal Leadership on Classroom Instruction and Student Learning
• School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction