The Principal's Role in the Instructional Process

Implications for School Leaders and Instructional Coaches 


Instructional leadership is a significant factor in facilitating, improving, and promoting the academic progress of students. Dozens of characteristics have been identified from research studies on school improvement and instructional leader effectiveness, including high expectations of students and teachers, an emphasis on instruction, provision of professional development, and use of data and feedback to evaluate students' progress. 

This three part series contains some of the most contemporary research available about specific leadership behaviors that have the greatest impact on student achievement.

Session Outcomes

  • Learn how to retool your collaborative leadership profile through collective efficacy and Achievement Teams
  • Create an effective teacher profile for your school/district
  • Create your own leadership profile and live the culture you wish others to follow
  • Distinguish the difference between "Replacement Planning" and "Succession Planning" and implement a plan to attract and retain your very best people
  • Use data and faculty input to determine the most effective and sustainable professional development activities that strengthen teachers' instrcutional skills
  • Determine teacher and leadership impact through the caculation of effect size and use this information to evaulate overall growth and progress
  • Calculate your school/district collective efficacy score using the Collective Efficacy Scale (CE-SCALE) developed by Wayne K. Hoy, Fawcett Professor Emeritus in Educational Administration, The Ohio State University

As teams explore each of these seven strands, they are introduced to a range of evidence gathering tools designed to inform them about their impact as leaders. Once the evidence is collected, it is shared and analyzed with other school leaders during the subsequent next session. Participants will then receive support to create and develop an action plan based on the evidence collected. Sessions are scheduled within two month intervals to ensure adequate time to collect and share data.

Session Success Criteria

  • By the end of each of the three days, participants will understand those leadership behaviors that have the greatest impact on student achievement and the importance of looking at and evaluating their own leadership influence.
  • Participants are given time to reflect on personal leadership attributes and make comparisons to those leadership actions that truly make the most difference.
  • Participants will possess the knowledge, skills, and principles they need to have an unmistakably positive impact on students and teachers. 

To schedule your three day sessions, please contact:

Michelle Ventura
Business Operations-Advanced Collaborative Solutions
805.801.4311 | 844.235.3233 toll free