FOCUS

All together now

Internal coherence framework supports instructional leadership teams

By Elizabeth Leisy Stosich, Michelle L. Forman, and Candice Bocala
June 2019
Vol. 40, No. 3
More than a decade of research suggests that improving the quality of instruction and student learning requires leaders to set a vision for instruction, promote teacher learning around that vision, and foster organizational conditions for teacher collaboration and growth (Louis, Dretzke, & Wahlstrom, 2010). Yet designing professional learning that enhances instructional leadership has proven challenging. Previous attempts may have been unsuccessful because they targeted only school principals rather than teams of leaders or because they were conducted away from school sites rather than being job-embedded. Increasing school leaders’ knowledge of curriculum, instruction, and assessment is insufficient. Improving instructional leadership requires increasing school leaders’ direct involvement with teachers in these core areas. A team-based approach to professional learning is more effective in enhancing the instructional leadership

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In
   

Elizabeth Leisy Stosich, Michelle L. Forman, and Candice Bocala

Elizabeth Leisy Stosich (estosich@fordham.edu) is assistant professor of educational leadership, administration, and policy at Fordham University. Michelle L. Forman (mforman2@bankstreet.edu) is the director of internal coherence strategy for the Bank Street Education Center in New York, New York, and the SERP Institute in Washington, D.C. Candice Bocala (candice_bocala@gse.harvard.edu) is a lecturer at the Harvard Graduate School of Education and a senior research associate at WestEd.

GET THE SURVEY

Download the Internal Coherence Survey at ic.serpmedia.org/assets/internal_coherence_survey_october2016.pdf.

References

Cohen, D.K. & Ball, D.L. (1999). Instruction, capacity, and improvement (CPRE Research Report Series RR-43).

Philadelphia, PA: Consortium for Policy Research in Education.

Elmore, R.F., Forman, M.L., & Stosich, E.L. (2016). The Internal Coherence Survey. Washington, DC: SERP Institute. Available at ic.serpmedia.org/assets/internal_coherence_survey_october2016.pdf.

Forman, M.L., Stosich, E.L., & Bocala, C. (2017). The Internal Coherence Framework: Creating the conditions for continuous improvement in schools. Cambridge, MA: Harvard Education Press.

Goddard, R.D., Hoy, W.K., & Hoy, A.W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.

Ingersoll, R., Sirinides, P., & Dougherty, P. (2017). School leadership, teachers’ roles in school decisionmaking, and student achievement. Working Paper (#WP 2017-2). Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.

Louis, K.S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21(3), 315-336.



Search
The Learning Professional


Published Date

CURRENT ISSUE



Recent Issues

WHAT NOW?
June 2020

The COVID-19 pandemic has changed school as we know it...

BEYOND THE BASICS
April 2020

Learning professionals challenge themselves to stretch ..

STUDENT VOICE
February 2020

Student needs are at the center of strong professional ..

COACHING
December 2019

Coaching can transform teaching, and therefore student ..