Education Improvement Research Centre

Instructional Spotlight paper

March 2022
leadership –
leading the teaching
and learning

School leadership has a significant impact in fostering Instructional leadership is a form of school leadership
student achievement. The impact of leadership is greatest that places teaching and learning at the forefront of
where it is focused on improving teaching and learning school decision making (Andrews et al. 1991, p. 97;
and is amplified when responsibilities for leading Gumus et al. 2018, p. 29). It is an overarching orientation
teaching and learning are widely distributed across the that gives structure to a school’s direction, evidenced by
school (AITSL 2018; Robinson et al. 2009, p. 40; Waters core leadership practices and skills that support teaching
et al. 2003, p. 3). and student outcomes, and drive school improvement
and sustained success (Hallinger & Murphy 1985).
This paper explores insights from a review of literature
What is instructional leadership? on instructional leadership, draws on shared ideas
In this paper, instructional leadership is defined as from a school improvement workshop with state school
a core aspect of effective school leadership, which leaders in 2021 and unpacks areas for consideration in
has an intentional focus and demonstrated impact Queensland state schools that were identified through
on continuous improvement in quality teaching school reviews. The paper presents an overview of
and learning. evidence-based practices and practical considerations to
assist schools with the work of instructional leadership so
that it makes a difference for teachers and students.

Use this paper as a guide to:

build a common align the school’s manage the instructional promote a positive school build the skills
understanding of resources to the program so that school learning environment and knowledge
shared expectations instructional needs of goals are translated into that engages and inspires of current and
across the school teachers and students classroom practice both staff and students emerging leaders

1 Education Improvement Research Centre | Spotlight paper | March 2022

 Findings from school reviews
Schools are reviewed using the National School
Improvement Tool (NSIT), which is based on international
research into the practices of highly effective schools Instructional leadership is about:
and school leaders (ACER 2012, p. 1). Core elements of ‘making sure the bulk of your conversations are
instructional leadership are found throughout the nine around teaching and learning, and improving
domains of the NSIT. student outcomes’ – Deputy principal
Core elements of instructional leadership are: ‘being able to get in the classroom with
• defining shared expectations teachers… working collaboratively and together’
• resourcing strategically – Principal
• managing the instructional program ‘supporting your staff … to do the best work,
• promoting a positive school learning environment to grow, and improve, and to develop a culture
of loving learning’ – Principal
• developing leadership skills and knowledge.
– Hallinger & Murphy 1985; Robinson et al. 2009 ‘how you’re putting student learning as a part
of your strategic agenda’ – Lead principal
Among the schools reviewed during Terms 1 to 3 in
2021, nearly all had at least one recommendation Voices of Queensland state school leaders,
about instructional leadership. The most common school improvement workshop, November 2021
recommendations were in relation to managing the
instructional program (97 per cent). A clear majority
(90 per cent) received recommendations about promoting
a positive school learning environment, while 72 per cent
had recommendations related to resourcing strategically.
Quality assuring practice
Over half of schools reviewed (56 per cent) received
Eighty-nine per cent of review schools received
recommendations about defining shared expectations.
instructional leadership recommendations
These included developing, refining, or communicating
that referred to quality assuring practice.
the improvement agenda, or recommendations about
These applied to defining shared expectations,
school vision or culture. A quarter of schools (25 per cent)
resourcing strategically, managing the
were given recommendations about developing
instructional program, and promoting a positive
instructional leadership skills and knowledge. These
school learning environment.
were aimed at improving the ability to lead observation,
feedback and coaching, school priorities and
improvement, or staff capability development.

Review schools with recommendations relating to instructional leadership

Defining shared Resourcing Managing the Promoting a positive school Developing leadership
expectations strategically instructional program learning environment skills and knowledge

56% 72% 97% 90% 25%

Developing, refining Aligning resources Observation, Managing professional Observation, feedback

or communicating and processes, feedback and learning, professional and coaching;
the school’s explicit human and financial coaching; curriculum learning collaboration, school priorities
improvement resource allocations, planning, assessment student engagement, staff and improvement;
agenda, school planning, roles and and moderation; and student wellbeing, staff capability
vision or culture responsibilities pedagogy student empowerment development
(145 schools) (183 schools) (249 schools) (231 schools) (65 schools)

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 Research is revealing the powerful impact that
school leadership teams can have in improving
the quality of teaching and learning. Effective
leaders create cultures of high expectations,
provide clarity about what teachers are to teach
and students are to learn, establish strong
professional learning communities and lead
ongoing efforts to improve teaching practices.
– ACER 2012, p. 1

What the literature tells us

The research literature on instructional leadership • The attributes of instructional leadership are
identifies a range of practices and attributes the capabilities needed to put the practices
employed by effective school leaders. These are of instructional leadership to work – how effective
the leadership behaviours prominent in successful school leaders lead the way.
school settings.
The practices and attributes are the interdependent
• The practices of instructional leadership are the and complementary dimensions of instructional
tasks of effective school leaders – what effective leadership that combine to lead the learning.
school leaders do to lead the work.

Practices: Attributes: Leading

leading leading the
the work the way learning

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 Practices – leading the work
Defining shared expectations expertise from the wider school community to achieve
goals (ACER 2018, p. 11; Leithwood et al. 2008, p. 32).
The research shows that defining shared expectations
is the most influential instructional practice available
to school leaders (Hallinger 2005, p. 225). This is where
Managing the instructional program
student learning, achievement and improvement are The management of a school’s instructional program
brought to the fore in school decision making, and a is aimed at ensuring school goals are aligned to and
foundation of school culture is established (Robinson translated into classroom practice (Gumus et al. 2018,
& Timperley 2007, pp. 250–251). Defining shared p. 29). This involves coordinating the curriculum,
expectations entails setting and communicating monitoring student progress, and supportively
school goals. supervising and evaluating instruction.

Setting goals focuses attention Coordinating the curriculum

and resources, and accounts for Instructional leadership is a collaborative entails managing the pacing,
a significant part of a leader’s approach between the school leader sequencing and coverage
impact on school outcomes and the school team, working together of content. Principals ensure
(Leithwood et al. 2004, p. 8). to unpack the why and the how of what continuity across year levels
To be effective, goals need to the school’s improvement agenda is, and that students are exposed
have an annual focus, be few in whether this is through a curriculum or to the material on which they
number and applicable school- pedagogical piece. It’s not about the are tested (Bossert et al. 1982,
wide, respond to the demands leader being the absolute expert, but it’s p. 41; Hallinger & Murphy 1987,
of the school’s environment, certainly about being a knowledgeable p. 27). This work is supported by
be data informed, and include collaboration among teachers
other and walking beside the school team
measurable targets and within and across year levels,
so everyone is learning together.
milestones (Hallinger & Murphy curriculum backward mapping
– Lead principal, school improvement workshop,
1987, pp. 20–22). For goals to November 2021
and documentation, and a
be relevant, they need to be common curriculum language
developed with the input of the (Lee et al. 2012).
school community (Hallinger 2005, p. 225). Monitoring student progress is a key mechanism for line
Communicating school goals can create a sense of of sight into the classroom and quality assurance of the
shared purpose and priority (Hallinger & Murphy 1985, instructional program (Duke 1982, p. 6). The objectives
p. 221), and should emphasise the fundamentals of are to evaluate the quality of instruction, make classroom
schooling (Andrews et al. 1991, p. 99) and secure allocations, diagnose program effectiveness, evaluate
commitment for change (ACER 2018, p. 23). For goals the results of changes in the instructional program, and
to motivate people, they need to be clear, personally measure progress towards school goals. It involves using
compelling, challenging and achievable (Leithwood et al. standards-based, standardised and criterion-referenced
2004, p. 24). Communications can occur formally during assessment, providing interpretive analyses of test data
instructional, curriculum and budgetary decision-making in a concise form, providing teachers with test results in
processes, and informally through other interactions and a timely and useful way, and discussing test results with
modelling of exemplar behaviour (Andrews et al. 1991, staff as a whole, within year levels, and with individual
p. 99; Hallinger & Murphy 1985, p. 222). teachers (Hallinger & Murphy 1985, pp. 222–223).
The research evidence suggests that supervising and
Resourcing strategically evaluating instruction needs to be supportive. To be
Instructional leaders secure resources that are aligned successful, it requires knowledgeable leaders that
with teaching and learning (Robinson et al. 2008, p. 661; teachers can turn to, clearly communicated criteria for
Robinson & Timperley 2007, pp. 251–252). They combine evaluation, support for teachers to improve performance,
an understanding of the instructional needs of a school and discernible results in improved practice (Bamburg
with an ability to target resources to meet those needs & Andrews 1991, p. 184). The most productive technique
(Sebastian et al. 2019, p. 595). This is achieved through is classroom coaching, especially where it is used as a
planning, strategic relationships and staff collaboration form of professional development. Walkthroughs need to
(Duke 1982, pp. 5–6). The literature highlights the support teacher professional learning if they are to be an
importance of hiring appropriate staff and drawing on effective line of sight into the classroom (Grissom et al.
2013, pp. 19, 26–28).

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 Promoting a positive school learning environment
The key practices that promote a positive school and where they can support and implement changes to
learning environment involve minimising disruptions class organisation, resourcing and assessment, working
to instruction, promoting professional development, collaboratively with teachers (Robinson et al. 2009, p. 42;
providing incentives for teachers, providing incentives Timperley et al. 2007, p. 220).
for students, upholding academic standards, and
Providing incentives for teachers involves establishing
maintaining the principal’s visibility in the school
systems and practices that collaboratively engage staff
(Hallinger & Murphy 1985, p. 223).
in the collective effort of teaching and learning (Marks
Instructional leaders & Printy 2003), provide
minimise disruptions to them with personal and
... instructional leaders focus more on
instruction so that teachers professional support (Witziers
students. They're concerned with the
can effectively apply their et al. 2003, p. 406) and
teachers' and the school's impact on student
skills in the classroom and recognise teachers for their
learning and instructional issues, conducting
students can learn. They set efforts (Hallinger & Murphy
classroom observations, ensuring professional
clear expectations about 1985, p. 224). Instructional
development that enhances student learning,
protecting teaching and leadership is clearly linked
communicating high academic standards,
learning time. They ensure to teacher motivation (Ertem
and ensuring that all school environments
classes are not interrupted 2021, p. 36). Collaboration
are conducive to learning.
by announcements, requests encourages a strong sense of
– Hattie 2015
from the office, excessive collective responsibility and
paperwork and meetings, accountability for student
system and parental achievement (Robinson et
pressures, student absenteeism and late arrivals (Duke al. 2009, p. 42; Robinson & Timperley 2007, pp. 252–
1982, p. 5; Hallinger & Murphy 1985, p. 223; Robinson 253). Order, support and certainty for staff influence
et al. 2008, p. 664). This extends to applying an equitable commitment and effectiveness (Leithwood et al. 2004,
code of behaviour, and early and effective conflict p. 58), whereas encouraging and acknowledging good
resolution (Leithwood 1988, p. 21). work has the effect of lifting staff morale, eliciting
a sense of pride and loyalty in the school, and
Promoting professional development is an instructional
encouraging willingness to cooperate with colleagues
leadership practice strongly linked to student outcomes
and administrators (Bossert et al. 1982, p. 38).
(Robinson et al. 2008, p. 663; Tan et al. 2020,
p. 13). Professional development is tailored to address Providing incentives for students is about recognising
teachers’ needs and changing practice (Duke 1982, students for their effort, progress and achievement, and
p. 4). Instructional leaders not only inform teachers fostering a positive and empowering culture of learning.
of opportunities for staff development, but lead in-service Recognition needs to be frequent, meaningful and
training, ensuring professional development is closely rewarding (Hallinger & Murphy 1985, p. 224). Students
linked to school goals and relevantly structured to groups are motivated by a culture of high expectations about
and individuals (Hallinger & Murphy 1985, p. 223). This is learning and behaviour (Duke 1982, p. 5; Hallinger 2005,
another area where leaders achieve line of sight on the p. 13), expressing optimism about students meeting goals
conditions required for improvements in student learning, (Bossert et al. 1982, p. 35) and giving students feedback
on their work (Robinson et al. 2008, p. 662).
Upholding academic standards involves ensuring
students master basic skills and achieve defined skills
before entering subsequent year levels (Hallinger &
Murphy 1985, p. 224). This is part of developing a culture
of high expectations (Lee et al. 2012, p. 668; Leithwood
1988, p. 21).
Maintaining purposeful visibility around the school and
in classrooms increases interactions between school
leaders, teachers and students (Hallinger & Murphy
1985, p. 223). The evidence suggests that being a visible
presence needs to have purpose in advancing shared
expectations (Andrews et al. 1991, p. 99) and focus
on teaching and learning (Blase & Blase 2000, p. 137).

5 Education Improvement Research Centre | Spotlight paper | March 2022

 Elements of instructional leadership practices – a summary of the research

Promoting a positive
Defining shared Resourcing Managing the
school learning
expectations strategically instructional program
environment

Aligning resources with Coordinating the Minimising disruptions

Setting clear goals
instructional priorities curriculum to instruction

Planning, strategic
Monitoring student Promoting professional
Communicating goals relationships, staff
progress development
collaboration

Supportively supervising
Providing incentives for
Staffing and partnerships and evaluating
teachers and students
instruction

Upholding academic
standards

Maintaining
purposeful visibility

F or me, instructional leadership is about setting those

really good examples from the leadership team –
so what I expect my staff to do, I do myself. It’s very
important that they see me with them out there in
the community, alongside them in their teaching,
talking with them, checking in with them – and if
there is something that I ask them to do, I would
expect myself to do that as well. So, it’s working with
teachers, alongside my staff and making sure they are
aware that I am in it with them.
– Principal, school improvement workshop, November 2021

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 Attributes – leading the way
Among key interrelated attributes that school leaders authoritative when principals have deeper content
bring to the tasks of instructional leadership are knowledge (Printy 2008, p. 195). Teachers tend to trust
communication skills, content knowledge in curriculum and turn to instructional leaders who demonstrate expert
and pedagogy, and the ability to solve complex problems content knowledge (Bamburg & Andrews 1991, p. 184)
(DeWitt 2020, p. 6; Grissom et al. 2021, pp. 54–57). and this is linked to school success (Marzano et al. 2005,
pp. 42–43).
Communication skills include the ability to develop
trust and clarity when leading people. Many of these are Complex problem solving makes for effective instructional
how people exercise emotional intelligence (AITSL 2017; leaders because they are better able to ‘uncover and
Goleman 2016). They entail engaging in conversations understand all the requirements surrounding a particular
that promote an openness to learning and build relational task or issue and integrate them to identify the best
trust (Robinson et al. 2009, p. 47; Robinson 2015, solution for that particular time and place’ (Robinson
pp. 1–2). Openness to learning involves conversational et al. 2009, p. 46). The level at which people perform in
techniques that frame difficult situations, challenge their problem solving depends on the extent to which
assumptions, invite alternative views, manage feedback strategies are structured by definable procedures for
and deal constructively with conflict (Robinson et al. reaching the solution, clear solution criteria, the right
2009, p. 47; Robinson & Timperley 2007, pp. 253–254). data and information (Robinson 2010, p. 12). Solving
Relational trust is about communicating interpersonal complex problems is a more common feature of higher
respect, regard for others, competence and personal performing schools (Bendikson et al. 2012, p. 6; MacNeil
integrity (Robinson 2010, pp. 19–20). Good leadership et al. 2009, pp. 79, 81; Waters et al. 2003, p. 4).
communication is critical to supervising and evaluating
instruction (Bamburg & Andrews 1991, p. 184) and is
positively associated with student outcomes more Instructional leadership looks like high
generally (Marzano et al. 2005, p. 42). expectations, consistency, being present and
Content knowledge in pedagogy and curriculum is a role model, and walking beside my staff and
especially important to understanding the effectiveness the kids. It’s a long game, very aligned. There
of teaching in the classroom, administrative decision are logical steps, taking that three or four year
making when managing the instructional program view of where you’re going to be, and backward
(Robinson 2010, pp. 7–8) and the effectiveness of mapping from that point.
collaborative learning and decision making (Stein & – Principal, school improvement workshop, November 2021
Nelson 2003, p. 446). Leadership is innovative and

7 Education Improvement Research Centre | Spotlight paper | March 2022

 How attributes of instructional leadership are developed

Voices of Queensland state school leaders, school improvement workshop, November 2021

To generate discussion…

• What do you do in your role to build a common understanding of shared expectations across the school?
• How can the school’s resources be best aligned to the instructional needs of teachers and students?
• How can you manage the instructional program so that school goals are translated into classroom practice?
• How can you promote a positive school learning environment that prioritises instructional time and engages
and inspires both staff and students?
• What do the attributes of instructional leaders look like and how do you build purposeful visibility?
• How can you go about developing instructional knowledge and skills in current and emerging leaders?

 chool leaders make the

S
greatest impact on the
progress and achievement
of learners by using their
educational expertise
and management skills
to focus the efforts of
everyone in the school on
improving the quality of
teaching and learning.
– AITSL 2018

8 Education Improvement Research Centre | Spotlight paper | March 2022

 Practical considerations

I nstructional leadership begins when school

leadership teams really focus on making the
core business of teaching and learning the
explicit improvement agenda for the school.
What it becomes is the cultural piece that
follows where school leadership teams use the
Practical considerations strategies and the approaches to leadership and
• Foster a collective commitment and focus on really distribute that across the school, where
excellence in teaching, learning and leadership. leadership teams and staff work collectively
• Consider leadership at all levels. Build a leadership to really build professional learning and collegial
team that works widely across the school in strong learning opportunities, to really focus on ongoing
alignment to drive the improvement agenda. school improvement through the way that they
do teaching and learning.
• Create a culture in which all leaders and staff have
Assistant Regional Director, school improvement workshop,
clarity of their role and focus on understanding their November 2021
impact and improving their practice.
• Set high expectations and aspirations for learning
and achievement for all students. Establish and • Invest in ongoing development in teaching
regularly communicate clear goals and success expertise for all staff and leaders. Provide regular
measures at various levels. and differentiated opportunities for staff to engage
• Consider ways to get ‘purposeful visibility’ – with contemporary, research-based professional
leading, modelling and working alongside teachers development in core areas such as curriculum,
and students. pedagogy, assessment and feedback.
• Align resource allocation and strategically invest • Create a collaborative and dynamic professional
in people, infrastructure, resources and initiatives learning culture where continuous learning,
targeted to improve student learning. reflection and growth are celebrated. Ensure all
• Prioritise instructional time and impact – consider staff have regular opportunities for feedback on
the curriculum program and structures, minimise classroom practice.
disruptions to learning time and maximise student • Invest in developing the educational leadership
engagement. of current and emerging leaders.

9 Education Improvement Research Centre | Spotlight paper | March 2022

 Resources, references and reading
Instructional leadership perspectives Professional learning
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Human Resources, Leadership capability development
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12 Education Improvement Research Centre | Spotlight paper | March 2022