Guiding Hand

Guiding hand

Of the superintendent helps principals flourish

By Gene Spanneut and Mike Ford

Categories: Leadership, Learning communities

April 2008

Whether by design or by chance, superintendents communicate their beliefs about what is important educationally and the roles they expect their principals to fulfill. Superintendents who champion the development of their principals as instructional leaders begin by establishing common understandings with them about why principals’ instructional leadership is necessary for school success. They reinforce this by actively providing support for their principals to develop and refine their effectiveness as instructional leaders. “I’m hooked on visiting classrooms, observing artfully crafted lessons and students engaged in purposeful learning,” said Janice Driscoll, principal of the intermediate school in Phelps-Clifton Springs, N.Y. “It’s all coming together now, and I’m enjoying being able to share what’s going on in classrooms and, more importantly, to encourage teachers to share what they’re

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References

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Schlechty, P.C. (2002). Working on the work: An action plan for teachers, principals, and superintendents. San Francisco, CA: Jossey-Bass.

Whitaker, T. (2003). What great principals do differently: Fifteen things that matter most. Larchmont, NY: Eye on Education.