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Abstract

The purpose of this descriptive embedded case study is to address a reading literacy problem at a rural school district through a principal’s instructional leadership and to determine whether student outcomes improved. Campus principals are tasked with the responsibility of ensuring every student receives high-quality instruction that aligns with research-driven best practices by implementing current interim assessment cycles to track classroom trends and determine appropriate interventions (Texas Administrative Code [TAC §149.2001.]). However, the manner in which the principal influences student achievement varies based on leader capacity and school setting. While leadership in rural settings is as diverse as the community being served, teacher instruction in rural schools can be positively impacted by principal instructional leadership, which looks different than instruction in urban schools. Findings support the use of interim assessment cycles to track classroom trends and determine appropriate interventions. Findings also affirm the instructional leadership challenges faced by principals in rural settings.

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