Leading in urban contexts: how principal supervisors coach principals to lead improvement

Abstract

Studies of one urban district's approach to a new model of principal supervision demonstrate that supervisors have the potential to contribute to school improvement efforts, particularly in high-needs schools, by facilitating both changes to the principal's instructional leadership practice and providing learning opportunities to other school-based leaders. Effective principal supervisors establish productive partnerships with principals, engage in joint work, differentiate their support, and interact with school-based leadership teams. Findings have implications for both urban districts' practices and policies and for principal supervisor standards.