Karin Chenoweth, co-author of the book Getting It Done: Leading Academic Success in Unexpected Schools, studied 33 principals at 24 successful schools to find out what it takes to be a good instructional leader. Her study included schools of all levels and sizes, but what stands out about these schools is that you wouldn’t expect them to do particularly well because they are all high-poverty and high-minority schools. Yet, surprisingly, these schools are among their states’ top performers. In this segment, Chenoweth traces the success of these schools to school leaders who are instructional leaders first and foremost, who understand what good teaching looks like, and who make teaching and support of their teachers a priority.
What Does It Mean to Be a Good Instructional Leader?
Karin Chenoweth is writer-in-residence at The Education Trust. She is the co-author, with Christina Theokas, of Getting it Done: Leading Academic Success in Unexpected Schools, which builds on two previous books by Chenoweth, It’s Being Done: Academic Success in Unexpected Schools and How It’s Being Done: Urgent Lessons from Unexpected Schools.