Carmen P. Mombourquette, George j. Bedard

Abstract: This paper articulates the views of 18 school principals in three Alberta school districts about the district-level practices they perceived as being helpful in promoting instructional leadership and student achievement at their schools. The sample was derived from a wider study undertaken by the authors. The findings are clustered around four practices that principals strongly endorsed: collaboration between school- and district-level leadership in setting the direction of leadership for learning; development of a shared expertise in the use of evidence about student learning; provision of professional development that is job-embedded and based on school needs; and the alignment of practices to support student learning. Recent American research has uncovered a similar pattern of responses.

Key words: school districts; academic achievement; school principals; educational leadership; learning

总结：

1、本文阐述了来自阿尔伯塔三个学区的18个学校校长对于区级实践的看法，他们认为这在教学领导的促进和学生学习成绩的提高上是有帮助的。

2、调查结果表明，有四种做法得到了校长们的大力支持的，并且美国最近的研究已经揭示了类似的反应模式。即：（1）在制定学习领导的方向上学校和区级层面的合作；（2）关于学生学习的共享资源的专业发展；（3）以工作嵌入和以学校需要为基础的教师专业发展的条款；（4）支持学生学习和实践对齐。

来源：International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)). 2014, Vol. 42 Issue 1, p61-73. 13p.