As noted in Principles to Actions, principals’ practices can influence successful implementation of CCSSM. In this literature review, twenty-nine studies are analyzed and synthesized to understand how principal instructional leadership influenced teachers’ classroom instruction with a particular focus on CCSSM. Overall, researchers have found that principals can influence instruction primarily through indirect practices, such as working with teachers to define an instructional vision. Additionally, the degree of principal involvement with instruction was most effective when it served to understand how to support teachers through professional development rather than direct feedback. Overall, the studies reviewed provide evidence on how principals influence instruction, yet more needs to be understood particularly in relation to CCSSM and how local contextual factors influence instructional leadership.
Session Type: Brief Research Report