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Data were collected from 150 participants across four semesters. Teacher partners came from multiple subject areas and three organizational levels. The work situates instructional leadership within long-standing debate and later accountability-driven preparation standards for principals, then focuses on how pre-service principals influenced teachers’ thinking and instructional behaviors through ILWS.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/becoming-instructional-leaders-lessons-learned-from-instructional-leadership-work-samples/603336/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/becoming-instructional-leaders-lessons-learned-from-instructional-leadership-work-samples/603336.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on instructional leadership?","Question",{"text":112,"@type":113},"To determine how pre-service principals, learning the role of instructional leader, were able to impact teachers’ thinking and instructional behaviors while completing requirements for the Instructional Leadership Work Sample (ILWS) project.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected and over what time period?",{"text":117,"@type":113},"Data were collected from 150 participants over four semesters using pre-project surveys and work products from the ILWS performance-based projects.",{"name":119,"@type":110,"acceptedAnswer":120},"What influence themes are highlighted regarding how principals affect teachers?",{"text":121,"@type":113},"Two themes are identified: (a) talking with teachers to promote reflection on teaching and (b) promoting professional growth, which the ILWS project was designed to emphasize.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603336,1792123977,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Becoming Instructional Leaders: Lessons Learned from Instructional Leadership Work Samples  \nConnie L. Fulmer  \nUniversity of Colorado at Denver and Health Sciences Center  \nAbstract: This study reports on lessons learned from pre-service principals as they completed the Instructional Leadership Work Sample project and became instructional leaders. Data were collected from 150 participants over a four-semester time period.  \nTeacher partners for the study were recruited from a variety of subject areas and from three organizational levels.  \nMuch has been written on instructional leadership over the past twentyyears(Bossert,Dwyer,Rowan,&Lee, 1982;Cooper, 1989;Greenfield, 1987; Hallinger, 1990; Hallinger & Murphy, 1987; Heck, Larson, & Marcoulides, 1990; Sergiovanni, 2001). Initially, the construct caused consternation among practitioners and academics alike. Infact, one could argue that the field (professors of educational leadership and school administrators) initially rejected the idea of instructional leadership and thought of it more as the latest entry in a long list of designer-types of leadership—transformational leadership (Burns, 1978), credible leadership (Kouzes & Posner, 1993), quality leadership (Deming, 1997), creative leadership (Eisner, 1993), and situational leadership (Blanchard, Zigarmi,  \nVolume 18, Fall 2006 109  \n& Zigarmi, 1985)—or as an idea or activity that they did not have time for or that they thought tobe clearly in the jurisdictional zone of teachers. Examples of this ambivalent thinking are portrayed in research conducted by Harchar and Hyle (1996, p. 21), who reported that some administrators believe thereis no such thing as instructional leadership, while other administrators embrace the concept and argue that the role of instructional leadership must bein place. Teachers in this same study provide evidence for the construct of instructional leadership in its absence. One elementary teacher said that her principal was not an instructional leader because he did not have experience at the elementary level. She claimed he was a good manager of people, but could not understand the conversations that were occurring at the school level. Even scholars could not agree about the construct. While Harcharand Hyle (1996) reported that key elements of instructional leadership include establishing vision, developing trust, fostering collaboration, and demanding respect for all the school community, King (2002) argued that  \nthere is no litmus test for the presence of instructional leadership, nor is there a definitive list of its characteristics of behaviors. In places where instructional leadership truly exists, it becomes an integral, almost invisible, part of how a school community works, lives, and learns together. (p. 63)  \nMore recently, in the current wave of accountability and standards, instructional leadership is front and center in the preparation and professional development of principals (Leithwood, 2001; National Association of Elementary School Principals, 2001; National Policy board for Educational Administration, 2002; Sirotnik, 2002; Southern Regional Educational Board, 1998). State and national standards have been enacted andimplemented in an attempt to improve student achievement and close the achievement gap (e.g., CSAP andNCLB). Since this legislation, responsibilities for principals have burgeoned to the extent that some fear the job can no longer be done by one person, or perhaps only by a fictional superprincipal type (Copland, 2001). Lambert (2002) agreed and reported that“it has been a mistake to look to the principal alone for instructional leadership, when instructional leadership is everyone’s work”(p. 40). Neuman and Simmons (2001, p. 9) proposed that in order for learning to become the focus and primary value for every member, leadership is the job of the entire education community, and must be distributed—oneof the latest in the list of designer-leadership types.  \nEven though","cbCairmeCMrxQPnd","https://ap.wps.com/l/cbCairmeCMrxQPnd","pdf",59127,21,"English","# Abstract and Background\n## Instructional Leadership Debate and Standards Context\n# Study Purpose and Research Design\n## Qualitative Focus on ILWS Reflections","[{\"question\":\"What is the main purpose of the study on instructional leadership?\",\"answer\":\"To determine how pre-service principals, learning the role of instructional leader, were able to impact teachers’ thinking and instructional behaviors while completing requirements for the Instructional Leadership Work Sample (ILWS) project.\"},{\"question\":\"How was the study data collected and over what time period?\",\"answer\":\"Data were collected from 150 participants over four semesters using pre-project surveys and work products from the ILWS performance-based projects.\"},{\"question\":\"What influence themes are highlighted regarding how principals affect teachers?\",\"answer\":\"Two themes are identified: (a) talking with teachers to promote reflection on teaching and (b) promoting professional growth, which the ILWS project was designed to emphasize.\"}]","Becoming Instructional Leaders - Lessons Learned from Instructional Leadership Work Samples | PDF",1792096101,53]