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 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

VOLUME 30, NUMBER 2, 2013

30

THE PRINCIPAL AS AN INSTRUCTIONALLEADER 

Fred C. Lunenburg

Sam Houston State University

ABSTRACT

The principal’s primary responsibility is to promote the learning and success of 

all  students. In this article, I discuss how school principals can accomplish this

goal by focusing on learning; encouraging collaboration; analyzing results;

providing support; and aligning curriculum, instruction, and assessment.

Introduction

Demands for greater accountability, especially appeals for the

use of more outcome-based measures, requires the principal to be

instruction oriented. Are the students learning? If the students are not

learning, what are we going to do about it? The focus on results; the

focus on student achievement; the focus on students learning at high

levels, can only happen if teaching and learning become the central

focus of the school and the central focus of the principal (Blankstein,

2010; Bulach, Lunenburg, & Potter, 2008).

How can principals help teachers to clarify instructional goals

and work collaboratively to improve teaching and learning to meet

those goals? Principals need to help teachers shift their focus from

what they are teaching to what students are learning. We cannot

continue to accept the premise that “I taught it; they just didn’t learn

it.” The role of instructional leader helps the school to maintain afocus on why the school exists, and that is to help all students learn

(Blase, Blase, & Phillips, 2010; Smylie, 2010).

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31 

Shifting the focus of instruction from teaching to learning;

forming collaborative structures and processes for faculty to work 

together to improve instruction; and ensuring that professional

development is ongoing and focused toward school goals are among

the key tasks that principals must perform to be effective instructional

leaders in a professional learning community (Lunenburg & Irby,

2006). This will require districtwide leadership focused directly on

learning. School principals can accomplish this by (1) focusing on

learning, (2) encouraging collaboration, (3) using data to improve

learning, (4) providing support, and (5) aligning curriculum,

instruction, and assessment. Taken together, these five dimensions

 provide a compelling framework for accomplishing sustained

districtwide success for all children (Fullan, 2010; Lunenburg, 2003;

Marzano & Waters, 2010).

Focusing on Learning 

Principals can help shift the focus from teaching to learning if 

they insist that there are certain critical questions that are being

considered in that school, and principals are in a key position to pose

those questions (DuFour, DuFour, & Eaker, 2008). What do we want

our students to know and be able to do? The focus in a professional

learning community is not on: Are you teaching, but are the students

learning? How will you know if the students are learning? That points to student progress. How will we respond when students do not

learn? What criteria will we use to evaluate student progress? How

can we more effectively use the time and resources available to help

students learn? How can we engage parents in helping our students

learn? Have we established systematic collaboration as the norm in

our school? These are the questions principals need to pose in order to

shift the focus in schools from teaching to learning.

 _____________________________________________________________FRED C. LUNENBURG

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32 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL___ 

Encouraging Collaboration

A key task for principals is to create a collective expectation

among teachers concerning student performance. That is, principals

need to raise the collective sense of teachers about student learning

(DuFour, DuFour, Eaker, Karhanek, 2010). Then principals must work 

to ensure that teacher expectations are aligned with the school’s

instructional goals. Furthermore, principals need to eliminate teacher 

isolation so that discussions about student learning become a

collective mission of the school (Elmore, 2005; Senge, 2001, 2006).

Principals must develop and sustain school structures and

cultures that foster individual and group learning. That is, principals

must stimulate an environment in which new information and

 practices are eagerly incorporated into the system. Teachers are more

likely to pursue their group and individual learning when there are

supportive conditions in the school, such as particularly effectiveleadership (English, 2008; Northouse, 2010). Schools where teachers

collaborate in discussing issues related to student learning are more

likely to be able to take advantage of internally and externally

generated information. Teachers can become willing recipients of 

research information if they are embedded in a setting where

meaningful and sustained interaction with researchers occurs in an

egalitarian context (Blankstein, Houston, & Cole, 2009).

One popular collaboration structure is teacher teams. Schools

are recognizing that teachers should be working together in teams as

opposed to working individually in isolation in their classrooms. High

 performing teams will accomplish four different things (Smylie,

2010): (1) They will clarify exactly what students should know and be

able to do as a result of each unit of instruction. We know that if 

teachers are clear on the intended results of instruction, they will be

more effective. (2) They will then design curriculum and shareinstructional strategies to achieve those outcomes. (3) They will

develop valid assessment strategies that measure how well students are

 performing. (4) Then they will analyze those results and work 

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_____________________________________________________________FRED C. LUNENBURG 33 

together to come up with new ideas for improving those results.

Regular assessment and analysis of student learning are key parts of the team’s process.

Using Data to Improve Learning

How can schools gauge their progress in achieving student

learning? Three factors can increase a school’s progress in achieving

learning for all students (Blankstein, Houston, & Cole, 2010; Love,

2009). The primary factor is the availability of performance data

connected to each student. Performance data need to be broken down

 by specific objectives and target levels in the school curriculum. Then

the school is able to connect what is taught to what is learned. The

curriculum goals should be clear enough to specify what each teacher 

should teach. And an assessment measure, aligned with the

curriculum, will indicate what students have learned (Popham, 2010a,2010b). Also, teachers need access to longitudinal data on each

student in their classroom. With such data, teachers are able to

develop individual and small-group education plans to ensure mastery

of areas of weakness from previous years while also moving students

forward in the school curriculum.

The second factor is the public nature of the assessment

system. Annually, the school district should publish a matrix of schools and honor those schools that have performed at high levels.

This provides role models for other schools to emulate. At the school

and classroom levels, it provides a blueprint of those areas where

teachers should focus their individual education plans (IEPs) and

where grade levels or schools should focus the school’s professional

development plans. The public nature of the data from the

accountability system makes clear where schools are. Data should be

disaggregated by race/ethnicity, socioeconomic status, Englishlanguage proficiency, and disability. Performance of each subgroup of 

students on assessment measures makes the school community aware

of which students are well served and which students are not well

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34 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL ___ 

served by the school’s curriculum and instruction.

The third factor in gauging progress toward achieving student

learning is the specifically targeted assistance provided to schools that

are performing at low levels. Before the advent of accountability

systems, it was not evident which schools and students needed

help (Lunenburg & Ornstein, 2008). The first step is to target the

Schools in need of help based on student performance data. Each

targeted school is paired with a team of principals, curriculum

specialists/instructional coaches, and researchers to observe current

 practices; discuss student performance data with staff; and assist in the

development and implementation of an improvement plan. The

targeted schools learn how to align their program of professional

development to the weaknesses identified by the data. They learn how

to develop an improvement plan to guide their activities and monitor 

the outcomes of the activities, all of which are designed to raise

student performance levels.

 Next, once a team of teachers has worked together and

identified students who are having difficulty, then the school faces the

challenge of how they are going to respond to the students who are not

learning (Murphy, 2010). The challenge is not simply re-teaching in

the same way in which teachers taught before, but providing support

for teachers to expand their repertoire of skills and providing support

and time for students to get additional assistance they need in order tomaster those skills. When students are not learning, principals must

insure that professional development programs are in place to give

additional support to teachers and intervention strategies are in place

to give additional support to students (Joyce & Calhoun, 2010).

Providing Support

Teachers need to be provided with the training, teaching tools,

and the support they need to help all students reach high performance

levels. Specifically, teachers need access to curriculum guides,

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_____________________________________________________________FRED C. LUNENBURG 35 

textbooks, or specific training connected to the school curriculum.

They need access to lessons or teaching units that match curriculumgoals. They need training on using assessment results to diagnose

learning gaps (Downey, Steffy, Poston, & English, 2009). Teachers

must know how each student performed on every multiple-choice item

and other questions on the assessment measure. And training must be

in the teachers’ subject areas. Only then can teachers be prepared to

help students achieve at high levels.

In addition to professional development for teachers, all

schools need an intervention and support system for students who lag

 behind in learning the curriculum. Schools need to provide additional

help to students who lag behind in core subjects, either in school, after 

school, on weekends, or during the summer. Boards of education and

school superintendents need to supply the financial resources to fulfill

this mandate. This involves acquiring materials, information, or 

technology; manipulating schedules or release time to createopportunities for teachers to learn; facilitating professional networks;

and creating an environment that supports school improvement efforts

(Lunenburg & Ornstein, 2008).

A focus on student learning usually means changes in

curriculum, instruction, and assessment - that is, changes in teaching.

The history of school reform indicates that innovations in teaching and

learning seldom penetrate more than a few schools and seldom endurewhen they do (Elmore, 2005). Innovations frequently fail because the

individuals who make it happen - those closest to the firing line -

classroom teachers, may not be committed to the effort or may not

have the skills to grapple with the basic challenge being posed (Fullan,

Hill, & Crevola 2006; Fullan & St. Germain, 2006). Principals need to

insure that teachers have the skills to help all students perform at high

levels.

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36 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL ___ 

Aligning Curriculum, Instruction, and Assessment

Principals need to ensure that assessment of student learning is

aligned with both the school’s curriculum and the teachers’ instruction

(English, 2000; Popham, 2010a). When they are well constructed and

implemented, assessment can change the nature of teaching and

learning. They can lead to a richer, more challenging curriculum;

foster discussion and collaboration among teachers within and across

schools; create more productive conversations among teachers and

 parents; and focus stakeholders’ attention on increasing student

achievement.

For curriculum goals to have an impact on what happens in

classrooms, they must be clear. When school districts, administrators,

and students are held accountable for results, more specificity is

needed in implementing the curriculum. In a high-stakes

accountability environment, teachers require that the curriculumcontain enough detail and precision to allow them to know what the

students need to learn.

Professional learning communities attempt to align their 

assessment measures with their curriculum. English (2000) encourages

schools to consider three principles in this endeavor. First,

assessments not based on the curriculum are neither fair nor helpful to

 parents or students. Schools that have developed their own assessmentmeasures have done a good job of ensuring that the content of the

assessment can be found in the curriculum. That is, children will not

 be assessed on knowledge and skills they have not been taught. This

is what Fenwick English refers to as “the doctrine of no surprises.”

However, the same is not true when schools use generic, off-the-shelf 

standardized tests. Such tests cannot measure the breadth and depth of 

the school’s curriculum. Second, when the curriculum is rich and

rigorous, the assessments must be as well. Assessments must tap boththe breadth and depth of the content and skills in the curriculum.

Third, assessments must become more challenging in each successive

grade. The solid foundation of knowledge and skills developed in the

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_____________________________________________________________FRED C. LUNENBURG 37 

early grades should evolve into more complex skills in the later 

grades.

If one accepts the premise that assessment drives curriculum

and instruction, perhaps the easiest way to improve instruction and

increase student achievement is to construct better assessments

(Popham, 2010a, 2010b; Yeh, 2001). According to Yeh (2001), it is

 possible to design force-choice items (multiple-choice items) that test

reasoning and critical thinking. Such assessments could require

students to use facts, rather than recall  them. And questions could

elicit content knowledge that is worth learning.

To prepare students to think critically, teachers could teach

children to identify what is significant. Teachers could model the

critical thinking process in the classroom, during instruction, through

assignments, in preparing for assessments, and in the content of the

assessment itself. By aligning content with worthwhile questions incore subject areas, it may be possible to rescue assessment and

instruction from the current focus on the recall of trivial factual

knowledge. Assessment items could be created for a range of subjects

and levels of difficulty. Then there would be little incentive for 

teachers to drill students on factual knowledge.

Conclusion

The instructional leadership of the principal is a critical factor 

in the success of a school’s improvement initiatives and the overall

effectiveness of the school. The primary responsibility of the principal

is to promote the learning and success of  all  students. School

 principals can accomplish this goal by focusing on learning,

encouraging collaboration, using data to improve learning, providing

support, and aligning curriculum, assessment, and instruction.

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Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing schools: A comprehensive approach to school reform. Lanham, MD: Rowman & Littlefield. 

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_____________________________________________________________FRED C. LUNENBURG 39 

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AUTHORS

Following is a list of the authors published in this issue. We encourage you

to contact any author(s) and establish a dialogue to give positive feedback about the article.

Casey Graham Brown

Dept. Educational Leadership

Texas A&M University-CommerceP.O. Box 3011

Commerce, TX 75429-3011

Kriss Kemp-Graham

Dept. Educational Leadership

Texas A&M University-Commerce

P.O. Box 3011

Commerce, TX 75429-3011

JoHyun Kim

Dept. Educational Leadership

Texas A&M University-Commerce

P.O. Box 3011

Commerce, TX 75429-3011

Fred C. Lunenburg

Dept. Educational Leadership

Sam Houston State University

P.O. Box 2119

Huntsville, TX 77341-2119

Robert Steeber

Region XI Education Service Center 3001 North FreewayFort Worth, TX 76106

Adrian Vega

Ector County ISD

802 N. Sam Houston

Odessa, TX 79761

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