The existing literature on instructional leadership mainly examines the components, procedures, and mechanisms of instructional leadership and its influence on school performance and student academic results. The application of instructional leadership is insufficiently discussed. Moreover, despite longstanding efforts to campaign for instructional leadership’s prioritization, several studies have shown that the time devoted by principals to instructional leadership activities is inadequate. These disappointing statistics make the research on instructional leadership application most necessary. Why do principals find it difficult to put instructional leadership into action? What can help them overcome the challenges involved in applying instructional leadership? What functions of instructional leadership do school leaders tend to sidestep? New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively answers these questions and addresses the need for additional research-informed literature on instructional leadership application. The findings of Haim Shaked’s studies, conducted over the past five years among principals working in the Israeli school system, are presented in this book in a way that can be used by researchers, policymakers, school leaders, and educators in different countries.
Prof. Haim Shaked is the president of Hemdat College of Education, Sdot Negev, Israel. As a scholar-practitioner with almost twenty years of experience as a school principal, his research focuses on principalship, and in particular, instructional leadership and system thinking in school leadership.
List of Figures
List of Tables
Series Editor’s Introduction
Introduction: What is Instructional Leadership?
Part I: Enablers of Instructional Leadership Application
Chapter 1. Knowledge Enabling Instructional Leadership Application
Chapter 2. Relationships Enabling Instructional Leadership Application
Chapter 3. Systems Thinking as an Enabler of Instructional Leadership Application
Part II: Inhibitors of Instructional Leadership Application
Chapter 4. Perceptions Inhibiting Instructional Leadership Application
Chapter 5. Clan Culture as an Inhibitor of Instructional Leadership Application
Chapter 6. Low Power Distance as an Inhibitor of Instructional Leadership Application
Chapter 7. Inhibitors of Instructional Leadership Application in Rural Education
Part III: Incomplete Application of Instructional Leadership
Chapter 8. Principals’ Incomplete Performance of Teacher Evaluation
Chapter 9. Principals’ Incomplete Assurance of Teachers’ Job Suitability
Chapter 10. Assistant Principals’ Incomplete Application of Instructional Leadership
Part IV: Paradoxical Solutions to Instructional Leadership Application
Chapter 11. A Paradoxical Approach to Instructional Leadership Application
Chapter 12. A Paradoxical Approach in Practice: Instructional Leadership Application and Boundary Management
Epilogue: Answering the “So What?” Question
About the Author
New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively does an exceptionally fine job of illustrating how expert instructional leaders do their work. These illustrations are eminently practical and, most importantly, reproducible in other contexts.
New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively reflects a deep understanding of the complexities of putting the research on instructional leadership into practice. This book will be of interest to school leaders, those who support them, policymakers, and researchers.
Instructional leadership is increasingly recognized as vital if students are to succeed and thrive. New Explorations for Instructional Leaders brings together the best current thinking and research about this model, skillfully written by Haim Shaked, who has contributed a great deal to what is known and understood about how good school leaders address student learning. This book shows how instructional leadership can be promoted by good principals while also acknowledging how it might be inhibited. It will be a valuable resource for scholars and practitioners.
Haim Shaked’s new book provides fascinating evidence about principal’s perceptions of the factors which enable and constrain their instructional leadership. Researchers and policymakers who take these perceptions seriously will be better placed to navigate the complexities involved in improving instructional leadership in our schools.
New Explorations for Instructional Leaders is the right book to punctuate over a decade of scholarly and policy focus on instructional leadership. Shaked provides a synthesis of evidence-based models, while using extensive data to raise questions about practice, focusing on competing educational goals that distract from an emphasis on academic learning and the significance of specific contexts and relationships. His practical analysis is relevant to the preparation and professional development of school leaders, but his questions point toward future empirical investigations of the details of instructional leadership practice.