A Case Study of Professional Learning: Investigating the District Role in Supporting the Leadership Capacity of Associate Superintendents for Instructional Leadership

TL;DRAbstract

As a result of the increased focus on the support necessary to increase instructional leadership capacity, new roles at the central office level have been created to develop principals as instructional leaders. This study investigated the district’s role in increasing the capacity of the Associate Superintendents for Instructional Leadership to carry out their work with principals. The role of districts in educational reform, instructional leadership and student achievement, and the implications of workplace learning to improve Associate Superintendents for Instructional Leadership competencies provided a framework for this qualitative case study. Process-oriented learning activities, consistent with Illeris’ theory of learning as competence development, were identified as being supportive of increasing Associate Superintendents for Instructional Leadership capacities in developing principals’ instructional leadership to improve teaching and learning. Inconsistencies were noted in the

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