In this chapter, the authors focus on the leadership moves that have a strong evidence base and the application of those moves to improve writing performance. They note the value of teacher clarity, scaffolding, assessment, and feedback. Following the review of these four necessary components, they focus on the moves that leaders make to support teachers in creating change, specifically focusing on the development of teacher teams that take collective responsibility for students' performance. The results are four key actions recommended for instructional leaders to consider in their work to support the improvement of writing instruction through effective professional learning communities.
TopThe Impact Of Instructional Leaders
Instructional leaders are uniquely positioned to identify and coordinate efforts about the professional learning needs of teachers at their site. They are positioned to make decisions about allocation of time and resources, in addition to creating conditions that foster effective instructional practices (e.g., Grissom et al., 2021). School leaders include those in designated administrative positions, such as principals and assistant principals, as well as instructional coaches, teacher-leaders, and teachers on special assignment (TOSAs) who are charged with providing professional learning and related supports to teachers.
The effectiveness of these instructional leaders is evidenced in the research base. Grissom et al. (2021) performed a systematic review of the published literature over the past 20 years and found that the impact of an effective principal on student learning is more significant than prior research had noted. Similar findings were reported in a systematic review of 79 empirical studies about assistant principals (Goldring et al., 2021). These researchers noted evidence from several studies on the positive effects of assistant principals who are positioned as instructional leaders. These participants engaged in consistent and prolonged coaching of teachers in literacy practices which led to increases in the adoption and implementation of effective teacher practices. Just as importantly, instructional coaches have the potential to accelerate the learning of students through their support of teachers. Kraft et al. (2018) examined causal effects of literacy coaching on students’ academic growth and noted that “Effects on achievement are… larger than pooled estimates from causal studies of almost all other school-based interventions… including student incentives, teacher pre-service training, merit-based pay, general PD, data-driven instruction, and extended learning time” (p. 569).
However, the potential to be derived from instructional leadership does not rest on the titling and deployment of designated personnel. In other words, simply having an assistant principal, or an instructional coach, or a teacher-leader, is not sufficient. The climate and culture of adult collaboration and learning is the mediating factor. In high-trust environments, instructional leadership has a positive impact. Trust is essential among effective school leaders and teachers in cultivating vibrant schools where there is a shared school mission and effort in instructional practices to promote higher student achievement (Tschannen-Moran & Gareis, 2015). When trust is diminished, instructional leadership withers.