Continuous School Improvement

Organizational Factors that IMPEDE leadership efforts
1. Lack of principal support
2. Lack of open dialogue between principals and teachers
  1. Lack of personable feedback during observations
3. Teachers who already do a lot do not want to "lead"
4. Lack of district support
5. Negative relationships
6. Lack of effort
Instructional leadership
1. Curriculum and instructional development
2. Professional development
3. Observation and feedback
4. Building relationships
5. Cultivating a collaborative culture
6. Data driven decision making
7. Culture of high expectations
Leadership characteristics
1. Instructional Unit
  1. Teacher
  2. Student
  3. Media
2. Teacher plays a key role
3. Instructional Capacity
  1. Data
    1. Effective instruction and support
4. Positive relationships
5. Seeking professional development
6. Willingness to delegate
Resources for this mind map:
1. Leithwood, K., Mascall, B., Strauss, T., Sacks, R. Memon, N., & Yashkina, A. (2007): Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6(1), 37–67.
2. Kennedy, A., Deuel, A., Nelson, T.H., & Slavit, D. (2011). Requiring collaboration or distributing leadership? Phi Delta Kappan, 92(8), 20–24.
3. Spillane, J. (2009). Managing to lead: Reframing school leadership and management, Phi Delta Kappan, 91(3), 70–73.
4. Wahlstrom, K. L., Paul, S. T., & Michlin, M. L. (2009). Perception vs. reality: Principal actions and teacher views on instructional leadership. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.

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Continuous School Improvement

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