ABSTRACT
Instructional leadership—it's something all educators hear about and all school principals are told they should practice. Throughout the history of America's public education system the message has been communicated that America's public schools are failing. The role of the school principal has long been considered to be an important component in the process of schooling. Three groups of researchers— Leithwood and Riehl (2003), Waters, Marzano, and McNulty (2003), and Hallinger and Heck (1998)—conducted reviews of the existing body of research on the relationship between principal leadership and student achievement. Through their analyses of literature, these groups of researchers confirmed that the leadership of the school principal influences student achievement. The evaluation of teachers, contrary to the district paradigm, was an opportunity for professional growth and they engaged together as professionals in examining instructional practices for the purpose of developing so that they could better serve their students.
