Supervising Principals for Instructional Leadership specifies the
conditions that district leaders can implement to help principal
supervisors take a teaching and learning approach to their work. In
particular, Meredith I. Honig and Lydia R. Rainey explore how these
supervisors can most effectively support principals in becoming
instructional leaders and developing the capacity to lead their own
learning. The authors argue for a shift in supervisors' focus from
a compliance and evaluation orientation to one in which they serve
as learning partners for these principals. The professional
development the supervisors offer principals must advance from
group meetings focused on the delivery of information to intensive
coaching differentiated to meet principals' needs. Using extended
cases and detailed examples, the authors illustrate how supervisors
associated with positive results teach rather than tell. These
successful supervisors guide principals' learning with specific
teaching moves such as modeling how to think and act like an
instructional leader. Based on extensive research of district
central offices, Supervising Principals for Instructional
Leadership advocates for a transformation to the role of principal
supervisors.
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