Developing principals as instructional leaders

Phi Delta Kappan

Volumn 82, Issue 8, 2001, Pages 598-606

  Fink, Elaine ^a   Resnick, Lauren B ^b  

^a Prog in Speech and Hear Sciences   (United States)

^b UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010148361     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (10)

1. Several papers and videos by members of the High Performance Learning Communities Project have described the district's overall program, the ways in which it manages variability among schools, the theory and reality of its balanced literacy program, and the effects of its sustained focus on professional development and instructional improvement geared toward student achievement. See, for example, Richard F. Elmore and Deanna Burney, School Variation and Systemic Instructional Improvement in Community School District #2, New York City (Pittsburgh: Learning Research and Development Center, University of Pittsburgh, 1997);
2. Richard F. Elmore and Deanna Burney, idem, Continuous Improvement in Community District #2, New York City (Pittsburgh: Learning Research and Development Center, University of Pittsburgh, 1998);
3. Kate Maloy, "Building a Learning Community Portrait of a Public School District," video and text, Learning Research and Development Center, University of Pittsburgh, 1998;
4. Kate Maloy, idem, "Building a Learning Community: Professional Development," video and text. Learning Research and Development Center, University of Pittsburgh, 1998;
5. Lauren B. Resnick and Michael R. Harwell, Instructional Variation and Student Achievement in a Standards-Based Education District (Pittsburgh: Learning Research and Development Center, University of Pittsburgh, 2000);
6. and Mary Kay Stein and Laura M. D'Amico, Leading School- and District-Wide Reform: Multiple Subjects Matter (Pittsburgh: Learning Research and Development Center, University of Pittsburgh, 1999).
7. Since we wrote this article, Fink has become the executive director of the Leadership Academy at the University of San Diego. The academy provides intensive professional development for the eight district instructional leaders and principals of San Diego City Schools. The academy also prepares "future leaders" through university coursework and internships.
8. Allan M. Collins, John Seeley Brown, and Susan E. Newmann, "Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics," in Lauren B. Resnick, ed., Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (Hillsdale, N.J.: Erlbaum, 1989), pp. 453-94;
9. and James G. Greeno, Allan M. Collins, and Lauren B. Resnick, "Cognition and Learning," in David C. Berliner and Robert C. Calfee, eds., Handbook of Educational Psychology (New York: Macmillan, 1996), pp. 15-46.
10. Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation (Cambridge: Cambridge University Press, 1991).