Page 14 -
P. 14
comprising two main tasks (framing teachers, developing high expectations
the school? goals and communicating and standards, and providing incentives
the school? goals) focuses on the for learning). This dimension conforms
principal? role in defining and to the role of principals in establishing a
articulating the central purposes of the collaborative climate and setting high
school. The second dimension expectations for teachers and students
concerns the coordination and with the aim of enhancing the learning
supervision of curriculum and of students. The model by Hallinger and
instruction. Principals are expected to Murphy is believed to be the most fully
be actively involved in stimulating, tested model of instructional leadership
supervising and monitoring teaching (Southworth, 2002).
and learning activities of the school.
This dimension incorporates three More recently, the 2008 meta-analysis
leadership tasks: supervising and review of Robinson revealed five main
evaluating instruction, coordinating the instructional leadership dimensions: (1)
curriculum, and monitoring student establishing goals and expectations; (2)
progress. The last dimension consists strategic resourcing; (3) planning and
of six sub-dimensions (protecting (evaluating teaching and the curriculum;
instructional time, promoting (4) promoting and participating in
professional development, maintaining teacher learning and development;
high visibility, providing incentives for and(5) ensuring an orderly and
8
