Abstract
School leadership has been identified as a factor related to successful implementation of school-based interventions. Brief, pragmatic tools to monitor implementation leadership may help school psychologists facilitate new initiatives. This pilot study adapted the Implementation Leadership Scale (ILS) to report on teacher-perceived change in implementation leadership across an academic year. Participants were 45 teachers from four elementary schools, implementing a social and emotional learning intervention. Cronbach’s alphas were adequate. The proactive leadership subscale was most differentiated between schools. Levels of implementation leadership were significantly higher in the fall than the spring. The ILS shows some promise for assessing implementation leadership in schools.
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