Chapter 8
Instructional Leadership and Change
Chapter Overview
In this chapter, we explore the process of change, placing emphasis on the principal assuming the
role of “instructional leader” and being willing to be held accountable for enhancing the
academic achievement of all students. To that end, the focus is on instructional leadership and
processes the leader uses in establishing learning communities, building capacity for change, and
identifying positive and negative forces that influence the change process.
The scenarios in the chapter expose the reader to a process of establishing and implementing a
shared vision and fostering a climate for student and staff professional growth. Given that
schools are open social systems and forces in their internal and external environments influence
the interactions between and among stakeholders, change is likely to impact the entire
Learner Objectives
After reading this chapter, completing the prescribed activities, and addressing the discussion
questions, students should be able to:
❖ Assume the role of “instructional leader.”
❖ Describe processes school leaders are using to build the capacity for change in schools.
❖ Identify positive and negative forces that influence the change process.
❖ Acquire an understanding of the importance of school leaders focusing on change as a
continuous process, rather than a one-time event.
❖ Describe the foundation for change as existing in three phases: 1) developing a shared
vision or goal, in essence, establishing a standard of excellence, 2) determining the state
of current reality in the schoolhouse, and 3) analyzing the discrepancy that lies between
the vision and current reality.
❖ Describe processes that can be used to establish and implement a shared vision.
❖ Foster a climate for student and staff professional growth.
Chapter Outline
Introduction
Instructional Leadership Defined
The Concept of Instructional Change
Defining the Standard of Excellence
Assessing Current Conditions
Identification of the Discrepancy
Theories and Practices Informing Change
The Capacity for Change
Building the Capacity for Change
Addressing the Needs of All Students
Processes, Practices, and Models in Practice
Leadership in Today’s Schools
Scenarios
Chapter Summary
Moving into Practice
Professor’s Presentation
• Open with a presentation on the definition of change
• Use the Power Point titled, “Instructional Leadership and Change,” to review the
concepts of change in schools.
• Conduct Two or Three of the In-Class Activities
• Discuss Assignments for the Next Class Session
• Critique Writing
Discussion Questions
1. What are some processes and procedures that school instructional teams can utilize to
analyze and understand student achievement data?
2. How can student achievement data be used to inform instructional decisions?
Key Terms and Concepts
➢ Instructional Leadership
➢ Instructional Change
➢ First –Order Change
➢ Summative Evaluation
Key Theories and Strategies
✓ Change Agentry
✓ Force Field Analysis
In-Class Activities
1. Review the Ten-Step Change Process and have each student describe how each step
can be operationalized
4. Collect a set of student achievement scores from the school(s) of one or more students
in the class and use them to develop an instructional improvement plan.
a. Analyze the data to identify students’ needs
b. Research proven instructional strategies
c. Align instructional strategies with students’ needs
1. An instructional leader interested in determining the difficulty in making a specific
change in an instructional program might consider:
a. Analyzing the force field.
b. Reviewing the test scores of each teacher.
c. Assembling faculty members and informing them of the change initiative that will
be implemented.
d. Utilizing the four core functions advocated by Fullan.
2. An instructional leader interested in evaluating a program during the implementation
process would:
a. Use a summative evaluation process.
b. Use a formative evaluation process.
c. Ask one or two teachers about the success of the program.
d. Rely solely on AYP test data.
3. An instructional leader interested in evaluating a program that has been in existence for a
predetermined period of time would:
a. Use a formative evaluation process.
b. Ask one or two teachers about the success of the program.
c. Rely solely on AYP test data.
d. Use a summative evaluation process.
4. An instructional leader using the ten (10) step change process advocated by Green,
(2009) would:
a. Define the standard of excellence, assess the causes of the discrepancy, build a
capacity for change, and then implement the change initiative.
b. Define the standard of excellence, assess current conditions, assess the capacity
for change, and then implement the change initiative.
c. Define the standard of excellence, assess current conditions, identify the
discrepancy, and then assess the cause of the discrepancy.
d. Define the standard of excellence, assess current conditions, identify the needed
change, assess the reason for the needed change, and then build the capacity for
the change, if it does not exist.
5. A critical element that should drive instructional change is:
a. Inquiry conducted to inform best practice.
b. Teachers who are experienced in successfully implementing intervention
strategies.
c. Student achievement data acquired from multiple sources.
d. The latest set of AYP data.
6. Which of the following is the best definition of an instructional leader?
a. An instructional leader is an individual who has become a change agent and leads
change in the instructional program of a school.
b. An instructional leader is an individual who has a vision of learning but does not
make decisions using data.
c. An instructional leader is an individual who has developed a vision for the school,
holds all individuals to high standards of learning, uses data to make decisions,
and has effective communication skills.
d. An instructional leader is an individual who has excellent communication skills.
7. Instructional leaders who are able to acquire the commitment of faculty members around
a single focus and align their behavior with activities that foster goal attainment are
excellent at establishing:
a. Unity of purpose.
b. A learning community.
c. Professional development programs.
d. Diversity among the faculty.
8. To increase the likelihood that the change initiative will be successful, school leaders are
well advised to:
a. Identify the driving forces.
b. Identify the restraining forces.
c. Identify the magnitude of the change.
d. Identify all of the above.
9. When school leaders advocate change for individuals in the schoolhouse, they must
tailor their leadership practices based on the magnitude of the change. If the change being
advocated is consistent with existing values and norms and can be implemented without
disrupting the status quo, the organization is undergoing:
a. A first order change.
b. A second order change.
c. An improvement process that is unnecessary to classify.
d. None of the above
10. An individual whose leadership style is inherently symbolic, reflecting a vision of the
future, that is sold to followers by telling stories, might be called a:
a. Transactional leader.
b. Leader without a moral purpose.
c. Transformational leaders.
d. Good storyteller.
11. Speaking generally, which of the following is a practical Vision statement?
a. Johnson Town Elementary students will become skillful self-directed learners by
participating in a linguistically enriched, integrated curriculum, with portfolio-
based assessments and a strong emphasis on self-evaluation.
b. The faculty and staff of Johnson Town Elementary School will work with other
schools and agencies, both public and private, to provide its students with an
enriched education that equips them for college or the world of work.
c. Using a standards-based curriculum, and making decisions using data, teachers at
Johnson Town Elementary School teach all students to read with comprehension.
d. Both A and C
12. Identify the restraining force(s) in the following scenario.
Principal Harris was contemplating changing the master schedule from six bells to
eight bells. Parents were calling with well wishes, the newspaper was writing
about the difficulty parents would experience because of a change in the school
day, students were voicing their positive reception of new opportunities to score
high on various examinations, and the superintendent was questioning if approval
had been acquired. Having conducted a force-field analysis, Principal Harris
decided NOT to make the change because of:
a. Parent calls
b. Articles in the newspaper
c. Questions from the superintendent
d. Both B and C
13. Identify the driving force (s) in the following scenario.
Principal Harris was contemplating changing the master schedule from six bells to
eight bells. Parents were calling with well wishes, the newspaper was writing
about the difficulty parents would experience because of a change in the school
day, students were sharing their positive reception of new opportunities to score
high on various examinations, and the superintendent was questioning if approval
had been acquired. Having conducted a force-field analysis, Principal Harris
decided to make the change because of:
a. Parent calls
b. Articles in the newspaper
c. Student concerns
d. Both A and C
14. When school leaders advocate change that conflicts with prevailing values and norms,
the leadership is implementing:
a. A first order change.
b. An improvement process that must be shared with all stakeholders.
c. A second order change.
d. None of the above.
15. Roger Miller, principal of Shaw Elementary School, was reviewing the reading program
that had been in existence for five (5) years. When he put the program in place it was
predicted that if the program was successfully implemented, over a five (5) year period,
student achievement would increase by 30%. Now he is ready to conduct a:
a. Summative evaluation.
b. Formative evaluation.
c. Norm reference evaluation.
d. Pilot using the reading program.
16. Data driven decision making may involve:
a. Formative assessment tools.
b. Summative assessment tools.
c. Teacher made test.
d. All of the above
17. Roger Miller, principal of Shaw Elementary School, was reviewing the reading program
that had been in existence for five (5) years. When he put the program in place it was
predicted that if the program was successfully implemented, over a five (5) year period,
student achievement would increase by 30%. After reviewing the results of an evaluation
of the program, he continued the program in the fifth grade and discontinued it in the
third grade. When explaining his decision to a friend, his friend replied:
a. “Why did you not make the decision based on an analysis of the data?”
b. “You really do use data to inform your instructional decisions.”
c. “I would have made the same decision,” his friend replied.
d. “I do not understand your actions.”
18. An individual whose leadership style is directive, reflecting authority conveyed through
the structure of the organization might be called a:
a. Transactional leader.
b. Leader without a moral purpose.
c. Transformational leader.
d. Good storyteller
1. Write a 3-5 page essay describing how a 21st century leader would structure a school
2. Change is the focus of many organizations, especially educational organizations. You
have been appointed principal of a school that is undergoing a major restructuring effort.
Write an essay describing your efforts/actions in leading the school through restructuring.
In your essay, support your ideas with appropriate references form chapter content
materials, including but not limited to such topics as leadership, communication, change,
and organizational development.
3. You are the principal of Jefferson Davis School. Jefferson Davis is an inner-city school
with a student enrollment of 625 students. Eighty-five percent (85%) of the students
Power Points
The Power Points on the web that supports this chapter are titled, “Closing the Achievement
Gap,” and “Enhancing the Teaching and Learning Process.”
Professor’s Scenario
Leading Instructional Change at Dillon-Bryce Elementary School
To effectively lead instructional change, school leaders must develop an understanding of self
and others; understand the complexity of the school organizations; build bridges through
relationships, and engage in leadership best practices. These dimensions are highlighted in the
scenario, “Leading Instructional Change at Dillon-Bryce Elementary School. The scenario
Dillon-Bryce Elementary School
Dillon-Bryce is a highly diverse elementary school with a student population of 860
students in grades K-5. The grade composition of the school is outlined in Table 1. It is an
establish school. However, in recent years the community has changed and the change in the
community has influenced a change in the make-up of the student body. With the change in the
Table 1: The Grade Composition of Dillon–Bryce Elementary School
Grade Makeup
Students per grade
Teachers per grade
Avg. students per class
Kindergarten
120
6
20
1st grade
140
6
23.3
2nd grade
120
6
20
3rd grade
160
6
26.6
4th grade
160
6
26.6
5th grade
160
7
22.8
Entering the school as the new principal is a very challenging endeavor. Principal
Williams will need to understand his beliefs, values, and behaviors, as well as those of the
Table 2: Characteristics of the student Body
Extenuating Circumstance
Free and Reduced Lunch
African American
Students with disabilities
English as a Second Language
The community is very diverse and the student population represents the diversity that
exists in the community. A graphic overview of the diversity in the school appears in Figure 1.
This diversity influences the culture and climate of the school and determines to a large extent
Figure 1: Ethnic Make-up of Dillon-Bryce Elementary
Student achievement data must be explored to the fullest extent. Entering a school that has not
Table 3: Assessment Scores at Dillon-Bryce Elementary School
When interpreting data, it is important to recognize the role the entire faculty plays in
enhancing the academic achievement of students. Therefore, Principal Williams will want to
focus on building relationships between and among members of the faculty and between the
school and the community. It is through relationships that he will develop a professional learning
Grade
Non-Proficient
Math
Non-Proficient
Reading
% Non- Proficient
Math
% Non-Proficient
Reading
3rd
64
80
35%
50%
4th
64
80
35%
50%
5th
64
80
35%
50%
community and foster a collaborative working environment. Finally, in order to improve
instruction, teams will have to be developed and instructional strategies identified and
implemented. This will require the faculty to engage in utilizing best practices.
Chapter 8