Voices From the Field: What Have We Learned About Instructional Leadership?
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This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004-06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed.
Leadership and Policy in Schools
Copyright 2013 Taylor & Francis. This is an electronic version of an article published in International Leadership and Policy in Schools, Vol. 12(1), pp. 12-40. Leadership and Policy in Schools is available online at: http://www.tandfonline.com with the open URL of your article.
Education not elsewhere classified