Beyond instructional leadership: A new model recognising complexity, context and practices

Beyond instructional leadership: A new model recognising complexity, context and practices

For over 30 years Instructional Leadership (IL) has been researched as an important construct in educational leadership . During that period IL has evolved, moving from an important leadership concept in its own right to being a subset of other, broader trends. More recently IL has reemerged in international policies aimed at improving student outcomes in a globally compet itive education market. Investigating historical factors that shaped these transitions established that despite its long history and wealth of research about what IL might be, concrete examples instructional leaders might actually do, were describing what limited. This study researched and identified the impact of principal IL practices within the government secondary system . Queensland The research methodology used was qualitative, through a sequential three survey, focu s groups and in-- phased research design, utilising a depth oneonone interviews. The findings provided a range of examples and through these identified contextualised IL practices and how these responsibilities . The study is significant in integrated providing exam both with other leadership ples and exemplifying an educational leadership paradigm shift by enacting a new multidimensional leadership model, built on and incorporating these explored practices, that supports leading change focused on the quality of teaching.

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