My mentor from Rutgers, Dr. James R. Bliss, and I recently published a paper in the journal Leadership and Policy in Schools. This paper emerged from research that I conducted as part of the doctoral program in Educational Administration and Supervision at Rutgers. You can review the complete article online at: http://www.tandfonline.com/doi/abs/10.1080/15700763.2011.585537
The following is a concise summary of our findings:
- Low concentrations of student poverty accompanied a greater perception of principals exhibiting the behaviors of the instructional leadership function, Supervise and Evaluate Instruction.
- Low concentrations of economically disadvantaged students accompanied high average achievement in language arts literacy in our sample schools.
- We found little evidence of a relationship between instructional leadership and collective teacher efficacy.
- Three principal instructional leadership functions, including Supervise and Evaluate Instruction, Monitor Student Progress, and Protect Instructional Time, were related with several indicators of school achievement.
- Collective teacher efficacy was related with all measures of student achievement that we examined.
- Collective teacher efficacy and instructional leadership were both positively related with school achievement. School SES, however, was a stronger predictor of school achievement than either instructional leadership or collective teacher efficacy.
- The evidence on one speciﬁc instructional leadership function, protect instructional time, warrants further study.
This work provides more evidence for the continued strong influence of socioeconomic status on achievement. Please share your strategies for ensuring that your economically disadvantaged students learn at high-levels.