ABSTRACT
There is urgency for instructional supervisors to bring forward their best efforts on behalf of teachers and the students who have been entrusted to them. There is equal urgency for school leaders to set the stage by building strong cultures that support both student and teacher growth. Instructional supervision is a multifaceted construct that must be differentiated (Glatthorn, 1997) and developmental (Glickman, Gordon, & Ross-Gordon, 2014) to meet the needs of teachers as they work to improve instruction (Gall & Acheson, 2010). In schools, instructional supervision falls to the purview of principals and assistant principals and others who are credentialed to enact the role as leader. Research has established that the leadership of the principal has “a statistically signifi cant effect on student achievement” (Louis, Leithwood, Wahlstrom, & Anderson, 2010, p. 37), and this is why instructional supervision is important.
