New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively

(Hardback)

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The existing literature on instructional leadership mainly examines the components, procedures, and mechanisms of instructional leadership and its influence on school performance and student academic results. The application of instructional leadership is insufficiently discussed. Moreover, despite longstanding efforts to campaign for instructional leaderships prioritization, several studies have shown that the time devoted by principals to instructional leadership activities is inadequate. These disappointing statistics make the research on instructional leadership application most necessary. Why do principals find it difficult to put instructional leadership into action What can help them overcome the challenges involved in applying instructional leadership What functions of instructional leadership do school leaders tend to sidestep New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively answers these questions and addresses the need for additional research-informed literature on instructional leadership application. The findings of Haim Shakeds studies, conducted over the past five years among principals working in the Israeli school system, are presented in this book in a way that can be used by researchers, policymakers, school leaders, and educators in different countries.

Reviews

New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively does an exceptionally fine job of illustrating how expert instructional leaders do their work. These illustrations are eminently practical and, most importantly, reproducible in other contexts. -- Kenneth Leithwood, professor emeritus, Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education at the University of Toronto, Canada
New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively reflects a deep understanding of the complexities of putting the research on instructional leadership into practice. This book will be of interest to school leaders, those who support them, policymakers, and researchers. -- Philip Hallinger, Thailand Sustainable Development Foundation chair professor of leadership, College of Management, Mahidol University, Thailand
Instructional leadership is increasingly recognized as vital if students are to succeed and thrive. New Explorations for Instructional Leaders brings together the best current thinking and research about this model, skillfully written by Haim Shaked, who has contributed a great deal to what is known and understood about how good school leaders address student learning. This book shows how instructional leadership can be promoted by good principals while also acknowledging how it might be inhibited. It will be a valuable resource for scholars and practitioners. -- Tony Bush, professor of educational leadership, University of Nottingham, United Kingdom
Haim Shakeds new book provides fascinating evidence about principals perceptions of the factors which enable and constrain their instructional leadership. Researchers and policymakers who take these perceptions seriously will be better placed to navigate the complexities involved in improving instructional leadership in our schools. -- Viviane Robinson, professor emeritus, faculty of Education and Social Work, Learning, Development and Professional Practice, University of Auckland, New Zealand
New Explorations for Instructional Leaders is the right book to punctuate over a decade of scholarly and policy focus on instructional leadership. Shaked provides a synthesis of evidence-based models, while using extensive data to raise questions about practice, focusing on competing educational goals that distract from an emphasis on academic learning and the significance of specific contexts and relationships. His practical analysis is relevant to the preparation and professional development of school leaders, but his questions point toward future empirical investigations of the details of instructional leadership practice. -- Karen Seashore Louis, professor emeritus, Beck Chair of Ideas in Education, Department of Organizational Leadership, Policy, and Development, University of Minnesota

Author Bio

Prof. Haim Shaked is the president of Hemdat College of Education, Sdot Negev, Israel. As a scholar-practitioner with almost twenty years of experience as a school principal, his research focuses on principalship, and in particular, instructional leadership and system thinking in school leadership.