A Basis for Improved Instructional Leadership by School Administrators. Professional Paper 35.

The instructional leadership model presented here consists of three types of sequential processes: (1) Agreeing on achievement outcomes and standards. Once the teacher and administrator have agreed on what outcomes to teach, they can then agree on some indicators as to how well and at what rate students attain these outcomes. (2) Sharing achievement information. The teacher and administrator establish a simple, convenient information channel whereby the administrator is kept informed of student accomplishments as assessment occurs. (3) Working to improve instruction in light of identified learning deficiencies. The beginning reading program tested here is consistent with the instructional leadership model discussed in that it set achievement indicators, established an information base, and modified instruction to improve achievement. The findings suggest that the instructional supervision model presented can substantially improve pupil achievement in an outcome-based, classroom-verified instructional program. (Author/IRT)