Making connections to teaching practice: The role of boundary practices in instructional leadership

Amy Franz Coldren*, James P. Spillane

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

53 Scopus citations

Abstract

Administrators, particularly those who engage in instructional leadership, play a key role in school improvement. Past research describes the types of activities instructional leaders engage in but has paid little attention to how they do it. The authors use the case of one school to unpack instructional leadership as a practice, paying close attention to the tools that constitute that practice, the contextual factors that help to define it, and how it affects teaching. The authors find that two kinds of toolsboundary practices and boundary spannersplay a significant role in constituting instructional leadership practice. Contextual factors, including student and staff composition and leaders' values and beliefs, define instructional leadership practice in important ways. Finally, policy implications are discussed.

Original languageEnglish (US)
Pages (from-to)369-396
Number of pages28
JournalEducational Policy
Volume21
Issue number2
DOIs
StatePublished - May 2007

Keywords

  • Instructional leadership
  • Tools

ASJC Scopus subject areas

  • Education

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