Voices from the field: what have we learned about instructional leadership?

Townsend, T., Acker-Hocevar, M., Ballenger, J. and Place, A.W. (2013) Voices from the field: what have we learned about instructional leadership? Leadership and Policy in Schools, 12(1), pp. 12-40. (doi: 10.1080/15700763.2013.766349)

Abstract

This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004–06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Townsend, Professor Anthony
• Authors: Townsend, T., Acker-Hocevar, M., Ballenger, J., and Place, A.W.
• College/School: College of Social Sciences > School of Education > Professional Learning and Leadership
• Journal Name: Leadership and Policy in Schools
• ISSN: 1570-0763
• ISSN (Online): 1744-5043
• Published Online: 06 March 2013