Increasing the Capacity of Principal Supervisors

Quality instructional practices, high expectations for student learning, teacher agency, and collaborative learning culture are elements that fuel school and district improvement efforts. All of these components are considered outputs of instructional leadership. However, researchers have suggested that many school leaders, particularly in impoverished, urban settings, lack the time or capacity for instructional leadership (Boyce & Bowers, 2018). Over the past two decades, district central offices have wrestled with the mismatch of new school reform mandates and traditional district office functions. This research study investigated the impact of principal coaching and supervision on principals’ instructional leadership in high-needs schools in one urban school district. The study explored four themes: instructional leadership in persistently low-performing schools, principal supervision, professional development, and the structure of central office practices to support and improve teaching and learning.