ABSTRACT
The primary focus of this chapter is to extend discussion of instructional leadership and the evaluation of educational outcomes to early intervention and early childhood special education. We situate this discussion in the context of responsive instructional leadership. By responsive, we mean actions taken relative to internal or external situations or changes so the circumstances of the intervention program are maintained or improved. Responsive instructional leadership focuses on actions taken to improve or maintain instructional quality, instructional eff ectiveness, and to evaluate whether desired outcomes in early intervention and early childhood special education are being achieved.
