Purpose: Aspiring leaders need to be equipped to transform schools with both the understanding and skills to purposefully increase implementation of a rigorous curriculum in every classroom as they learn to lead diverse schools. To provide a rigorous curriculum, principals need effective skills to grow teachers’ instructional and pedagogical competencies. The development of these necessary skills should begin during the principal preparation program with the candidate’s ability to demonstrate instructional coaching competencies. Methods: The purpose of this mixed methods research study was to determine whether there was an improvement in principal candidates’ performance on the linear combinations of the indicators across the four examined Evaluation Cycles and in a qualitative phase, to pinpoint the significant improvements in principal candidates’ performances on observed indicators. Findings: The quantitative data showed that as candidates received ongoing coaching specific to their needs, their ratings improved. The qualitative results furthered the finding. This article argues that transforming schools must include developing human capital through instructional leadership and it must begin during principal preparation. Implications: Principal preparation programs and school districts should emphasize the importance for the principal’s instructional leadership skills as they are responsible for hiring, growing, and retaining effective teachers.
Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. San Francisco, CA: Jossey-Bass.
Almager, I. (2013). Development of the Pre and Post Conference Rubrics for the i3 Grant Coaching Model [White Paper]. Lubbock, TX: College of Education, Texas Tech University.
Barnett, B. G., Shoho, A. R., & Oleszewski, A. M. (2012). The Job Realities of Beginning and Experienced Assistant Principals. Leadership and Policy in Schools, 11, 92-128. https://doi.org/10.1080/15700763.2011.611924
Bennis, W., & Nanus, B. (1985). The Strategies for Taking Charge (pp. 41). Leaders, NY: Harper Row.
Berliner, D. C. (2006). Our Impoverished View of Education Reform. Teachers College Record, 108, 949-995.
Borman, G. D., & Dowling, N. M. (2008). Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research. Review of Educational Research, 78, 367-409. https://doi.org/10.3102%2F0034654308321455
Bryman, A. (2006). Integrating Quantitative and Qualitative Research: How Is It Done? Qualitative Research, 6, 97-113. https://doi.org/10.1177%2F1468794106058877
Caldwell, G. P., & Ginther, D. W. (1996). Differences in Learning Styles of Low Socioeconomic Status for Low and High Achievers. Education, 117, 141-147.
Caruth, G. D. (2013). Demystifying Mixed Methods Research Design: A Review of the Literature. Mevlana International Journal of Education, 3, 112-122.
Chang, M. L. (2009). An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. Educational Psychology Review, 21, 193-218. https://doi.org/10.1007/s10648-009-9106-y
Cordeiro, P., & Cunningham, W. (2014). Educational Leadership: A Bridge to Improved Practice (5th ed.). Upper Saddle River, NJ: Pearson Education.
Creswell, J. W., & Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W., & Creswell J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
Creswell, J. W., & Poth, C. N. (2018), Qualitative Inquiry and Research Design: Choosing among Five Approaches. (4th ed.). Thousand Oaks, CA: Sage
Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M. (2007). Preparing School Leaders for a Changing World: Executive Summary. Stanford, CA: Stanford Educational Leadership Institute.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School Leadership Study: Developing Successful Principals, a Review of Research. Stanford, CA: Stanford Educational Leadership Institute. Retrieved February, 20, 2009.
Demos, E. S. (2009). An Interview with David Berliner: On Leadership and High-Stakes Testing. New England Reading Association Journal, 45, 1-6.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (5th ed.). Los Angeles, CA: Sage.
Eller, J. (2008). An Assessment of the Recently Appointed Administrators’ Program: Lessons Learned for Supporting New Principals. International Journal of Educational Leadership Preparation, 3, 1-8.
Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing Naturalistic Inquiry: A Guide to Methods. Newbury Park, CA: Sage.
Fuller, E. J., & Young, M. D. (2009). Tenure and Retention of Newly Hired Principals in Texas. Austin, TX: University Council for Educational Administration, Department of Educational Administration, University of Texas at Austin.
Giles, C., Johnson, L. A. U. R. I., Brooks, S., & Jacobson, S. L. (2005). Building Bridges, Building Community: Transformational Leadership in a Challenging Urban Context. Journal of School Leadership, 15, 519-545. https://doi.org/10.1177%2F105268460501500503
Given, R. J. (2008). Transformational Leadership: The Impact on Organizational and Person Outcomes. Emerging Leadership Journeys, 1, 4-24.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a Conceptual Framework for Mixed-Method Evaluation Designs. Educational Evaluation and Policy Analysis, 11, 255-274. https://doi.org/10.3102%2F01623737011003255
Hull, T. H., Balka, D. S., & Miles, R. H. (2009). A Guide to Mathematics Coaching: Processes for Increasing Student Achievement. Thousand Oaks, CA: Corwin Press
Klar, H. W., & Brewer, C. A. (2013). Successful Leadership in High-Needs Schools An Examination of Core Leadership Practices Enacted in Challenging Contexts. Educational Administration Quarterly, 49, 768-808. https://doi.org/10.1177%2F0013161X13482577
Knight, J. (2006). Instructional Coaching. School Administrator, 63, 36-40.
Knoeppel, R. C., & Rinehart, J. S. (2010). A Canonical Analysis of Successful and Unsuccessful High Schools: Accommodating Multiple Sources of Achievement Data in School Leadership. Educational Considerations, 38, 24-32. https://doi.org/10.4148/0146-9282.1123
Kraft, M. A., & Gilmour, A. (2016). Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences. Educational administration quarterly, 52, 711-753. https://doi.org/10.1177%2F0013161X16653445
Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing Leadership for Changing Times. UK: McGraw-Hill Education.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of Research: How Leadership Influences Student Learning. https://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf
Levine, A. (2005). Educating School Leaders. New York, NY: The Education School Project.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
Maleck, C. K., & Demaray, M. K. (2006). Social Support as a Buffer in the Relationship between Socioeconomic Status and Academic Performance. School Psychology Quarterly, 21, 375-395. https://doi.apa.org/doi/10.1037/h0084129
Marks, H. M., & Printy, S. M. (2003). Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership. Educational Administration Quarterly, 39, 370-397. https://doi.org/10.1177%2F0013161X03253412
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco, CA: Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
Milne, A., & Plourde, L. A. (2006). Factors of a Low-SES Household: What Aids Academic Achievement? Journal of Instructional Psychology, 33, 183-193.
Muhammad, A., & Cruz, L. F. (2019). Time for Change: 4 Essential Skills for Transformational School and District Leaders. Bloomington, IN: Solution Tree Press.
Northouse, P. (2019). Leadership: Theory and Practice (8th ed.). Thousand Oaks, CA: Sage.
NYC Leadership Academy (2016). Ready to Lead: Designing Residencies for Better Principal Preparation. Long Island City, NY: NYC Leadership Academy. https://www.nycleadershipacademy.org/wp-content/uploads/2018/06/ready-to-lead-executive-summary.pdf
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. Newbury Park, CA: Sage.
Picucci, A. C., Brownson, A., Kahlert, R., & Sobel, A. (2004). Middle School Concept Helps High-Poverty Schools Become High-Performing Schools. Middle School Journal, 36, 4-11. https://doi.org/10.1080/00940771.2004.11461458
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly, 44, 635-674. https://doi.org/10.1177%2F0013161X08321509
Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75, 417-453. https://doi.org/10.3102%2F00346543075003417
Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage.
Subedi, D. (2016). Explanatory Sequential Mixed Method Design as the Third Research Community of Knowledge Claim. American Journal of Educational Research, 4, 570-577.