Improving Instructional Leadership Through the Development of Leadership Content Knowledge The Case of Principal Learning in Algebra

• Published in: Journal of research on leadership education Vol. 10; no. 2; pp. 127 - 150
• Main Authors: Steele, Michael D., Johnson, Kate R., Otten, Samuel, Herbel-Eisenmann, Beth A., Carver, Cynthia L.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2015
• Subjects: Algebra; Assistant Principals; College School Cooperation; Discussion; High Schools; Instructional Leadership; Interviews; Knowledge Level; Mathematics Instruction; Middle Schools; Partnerships in Education; Principals; Professional Development; Secondary School Mathematics; Tests; United States (Midwest); instructional leadership; leadership curriculum and instruction; mathematics education; leadership content knowledge
• ISSN: 1942-7751; 1942-7751
• DOI: 10.1177/1942775115569353

Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written assessments, case discussions, and interviews from 10 principals. Analysis identified shifts in principals’ algebra content knowledge and their frames for interpreting algebra instruction. Principles improved their connections between mathematical representations and shifted from using frames highlighting teacher characteristics toward using frames highlighting teacher and student thinking. Implications for leadership professional development design are discussed.