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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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38 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL ___
REFERENCES
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Blase, J., Blase, J., & Phillips, D. Y. (2010). Handbook of school
improvement: How high-performing principals create high- performing schools. Thousand Oaks, CA: Corwin Press.
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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Fullan, M. (2010). All systems go: The change imperative for whole
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Yeh, S. S. (2001). Tests worth teaching to: Constructing state-
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Reprinted with permission from National FORUM Journals, Houston,
TX
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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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