Research shows conflicting images of the superintendent's role in instructional leadership and school improvement efforts. Some researchers see the superintendent's role as that of chief administrator and general manager of the district he or she serves. Others, however, argue that the superintendent is responsible for the district's instructional programs and should therefore be viewed as an instructional leader.
This issue focuses on the latter argument by giving you an opportunity to explore one powerful way in which superintendents can influence teaching and learning in their districts: through their work with principals.
Click here to read the article.
In this issue, we also include a tool that may be used by a superintendent and cabinet or central office leaders and school principals. The tool helps a district review its current practices for promoting, supporting, and developing instructional leadership in their districts and to identify new ways to strengthen that work.