Subject-Specific Instructional Leadership in K8 Schools: The Supervision of Science in an Era of Reform

ABSTRACT

Purpose: In U.S. public schools, principals must implement reforms that require instructional leadership across subjects, though little is known about subject-specific supervision. Methods: Through interviews with 26 K–8 principals, we examine instructional leadership for science. Findings: Our findings showed that science supervision occurred rarely; principals used a “content-neutral” approach that did not emphasize science-specific aspects of instruction. Principals explained this in terms of external accountability pressures in literacy and mathematics, as well as their own lack of science knowledge. Implications: We argue for subject-specific resources for principal supervision. For classrooms to change, principals must provide subject-specific support for teachers.

Acknowledgments

This research was conducted as part of the Instructional Leadership for Scientific Practices: Resources for Principals in Evaluating and Supporting Teachers’ Science Instruction project, supported in part by the National Science Foundation grant DRL-1415541. Any opinions expressed in this work are those of the authors and do not necessarily represent either those of the funding agency or Boston College. We would like to thank Kyle Fagan and Rebecca Katsh-Singer for their assistance with data collection, data analysis, and feedback.

Additional information

Funding

This work was supported by the Division of Elementary, Secondary, and Informal Education [DRL-1415541] from the National Science Foundation.