Abstract
To positively affect teacher quality, instructional leaders must engage teachers in ways that support improved practice and seek to empower teachers as creative and knowledgeable risk takers. A collaborative, strengths-based approach that promotes teacher growth, rather than one that conditions teachers to await administrator directive or approval, is warranted. In this conceptual article, we draw from developmental supervision and solution-focused supervision to posit a blended model of instructional supervision that equips aspiring and emerging instructional leaders with strategies to identify and amplify teacher strengths.
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