Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 49

Journal of K-12 Educational Research 47 Themes emerged from the qualitative data that did not align with the two original research questions. Encountering challenges while implementing practices of an instructional leader was mentioned by 100% of the participants. This is not surprising considering that 100% of the cohort participants also reported changing their behaviors as a leader. Kotter (2012) explains that once individuals understand the need to change, they often plunge ahead before establishing a sense of urgency in others. Seventy-one percent of cohort participants mentioned staff buy-in as a major obstacle. Furthermore, 43% of the participants mentioned trust as a factor. This was of particular interest due to the connection between trust and getting staff to embrace change. Gained confidence in being an instructional leader was mentioned by 86% of the participants. Participants shared that once they had clarity in what was meant by instructional leadership and they took part in authentic experiences to practice and collaborate on instructional leadership, they then had the confidence to implement ideas back on campus with staff. Most participants mentioned they gained a new perspective on the importance of empowering teachers to be instructional leaders. Implications The current study confirmed that when the leadership development program provides clear and concise teaching and learning of specific behaviors of effective instructional leadership, perceptions and perceived behaviors of instructional leadership change. The structure of the learning should be engaging with authentic activities to support campus leaders to better understand how to maneuver through school processes and implement effective leadership behaviors that impact student learning. Hall et al. (2016) and Marzano, Waters, and McNulty (2005) suggest that campus administrators are not able to be fully knowledgeable in all content and specific curriculum matter and thus could not be the main focus of the leaders. Wiggins and McTighe (2005) suggest that it is critical that campus administrators know enough to know what questions to ask. The campus leaders’ ability to support effective instruction through leadership behaviors that stimulate teacher behaviors might be more important than their own knowledge and understanding of curriculum content (Spillane et al., 2003). The results of the current study support these theories. Leadership Cohort participants found it necessary to empower teachers to take the lead in curriculum-focused conversations. The participants noted the need to be more of a guide to facilitate conversations about data while supporting teachers to be the experts in curriculum. These findings are in alignment with research by Mazzoni (2017), which suggested that by giving teacher leaders more ownership of instruction and curriculum conversations, the leader had more opportunities for other instructional leadership practices. Effective leaders understand and value the collaborative approach to building collective responsibility for student learning (Robinson et al., 2008). Conclusion Research has shown that school leadership is second only to teaching among influences on student success (Leithwood et al., 2004). Through indirect but important practices, campus leaders can influence and impact learning and achievement far beyond a single classroom. Campus leaders have the ability to cultivate a school-wide culture of excellence where improving professional practice to impact student learning is paramount. However, districts must be intentional on the design and implementation of learning experiences and the support system to ensure leaders are equipped with the knowledge and skills to impact student learning outcomes. The results of the current study indicated a very strong measurable change in perceptions of instructional leadership in each of the four criteria as a result of participating in the Leadership Cohort. When engaged in authentic professional learning aligned with district standards of instructional leadership, participants received clarity on effective practices and gained the confidence and skills necessary to implement leadership behaviors that influence student learning. The data from the current study provides information necessary for districts to consider when developing a support system for campus leaders. Effective leaders matter when it comes to the success of all students. Districts must be intentional about the design of developing campus leaders to ensure every school building is equipped with a great leader. References