LCT-5002

Cooney, J.W. & Cohen, M.I. (2024). Multiple Logics of Curriculum Leadership: How a Large Public School District Manages Institutional Complexity. Educational Administration Quarterly, 60(1), 74–114.
This study contributes to a growing literature focused on institutional complexity, or the phenomenon of competing institutional logics, in PK-12 public education. Responding to calls for more nuanced characterizations of district-level administration, the purpose was to identify the logic of curriculum leadership in one large school district in the Western U.S. and examine how district leaders made sense of their multiple demands. As a curriculum and instructional leader, your role is varied, and the demands must be balanced.

Parlar, H., Turkoglu, M.E., & Cansoy, R. (2024). Instructional Leadership as a Predictor of Collaborative Culture in Schools. International Journal of Leadership in Education, 27(4), 715–738.
This reading focuses on a leader’s impact on a culture of learning in schools. The purpose of this study was to examine the relationship between school principals' instructional leadership and collaborative culture in schools. The study was conducted using a cross-sectional survey with a sample of 382 teachers. The data were collected through the Principal Instructional Management Rating Scale (PIMRS) and the School Culture Survey. The study findings indicate that instructional leadership practices were significantly and positively related to collaborative culture in schools.

DeWitt, P.M. (2020). Instructional Leadership: Creating Practice Out of Theory. Corwin, pp. 9-19.
Instructional Leadership is one of the most researched and discussed leadership practices, but most school leaders don't know where to begin or how to balance this role with all of their other responsibilities. Peter DeWitt's Instructional Leadership provides practical tools for delivering lasting improvement through small, manageable changes over time. This reading takes theory to practice.

Robb, E. (2022). Redefining instructional leadership. In Aiming High: Leadership Actions to Increase Learning Gains. Corwin, pp 7-19.
This reading focuses on student achievement and learning in relation to an instructional leader’s responsibilities. Skillful leadership is critical as schools return to a new normalcy after the pandemic. Improving students’ learning and addressing the challenges many learners experienced due to recent learning interruptions are top priorities for all school leaders. This reading focuses on a framework for creating an environment where both effective instruction and a focus on social and emotional needs benefit all students and teachers. 

Smith, J., & Smith, R. (2015). The architecture of instructional leadership ability. In Evaluating Instructional Leadership: Recognized Practices for Success. Corwin, pp. 21-44.
In the reading you examine the role of the leader, but it does so in a way that is engaging, practical, and reflects the Smiths’ long history of being school leaders, teaching school leaders, and seeing the effects of their teaching.