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Teaching and Learning: Principal Lessons Learned about Instructional Clarity and Coherence\u003Cbr>Brad W. Kose PhD\u003Cbr>Carroll University, [bkose@carrollu.edu](bkose@carrollu.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Educational Leadership Commons, and the Elementary and Middle and Secondary Education Administration Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nKose, Brad W. PhD () \"Leading Equitable Teaching and Learning: Principal Lessons Learned about Instructional Clarity and Coherence,\" Educational Considerations: Vol. 51: No. 1. [https://doi.org/10.4148/](https://doi.org/10.4148/)[ ](https://doi.org/10.4148/)0146-9282.2414  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nLeading Equitable Teaching and Learning: Principal Lessons Learned About Instructional Clarity and Coherence Brad Kose  \nIntroduction  \nScholarship demonstrates that effective school principals are more than managers; they are  \nleaders of learning. Principals impact student learning outcomes through practices such as  \nincreasing staff capacity, building school culture, developing professional learning communities,  \nand strategic resource management, with a predominant focus on instructional leadership to  \nimprove teaching and learning (Grissom et al., 2021; Leithwood et al., 2004; Liebowitz & Porter,  \n2019; Marzano et al., 2005). An important leadership strategy in this endeavor centers on  \nbuilding instructional coherence, which is associated with improved teaching (Cobb et al., 2020;  \nPolikoffet al., 2020) and student achievement (Moon et al., 2021; Newmann et al., 2001) .  \nAlthough there are compelling theories for leaders’ roles in building coherence (Fullan & Quinn, 2016), the empirical evidence examining the school principal’s roles and challenges in building  \ncoherence is limited. In addition, it is often unclear how leadership strategies or challenges in  \nbuilding coherence may change when the end goal is educational equality (for all students), and  \nthe primary leadership focus is supporting excellent and equitable teaching and learning.  \nAs scholars in leading for equity have argued, traditional and technical approaches to  \ninstructional leadership tend to overlook the role of educational leaders in perpetuating,  \nunderstanding, or addressing pervasive educational inequities, particularly for traditionally  \nmarginalized students (Khalifa et al., 2016; Theoharis & Scanlan, 2021; Shields, 2020) .  \nHowever, although the literature in leadership for equity has grown substantially over the past  \nfew decades, research “in this area of study is still in infancy…and has yet to…establish a  \nstrong empirical knowledge base”(Gümüş et al., 2021, p. 15) . Thus, similar to scholarship in  \nleading for learning, the relevance and nuances of school principal experiences and practices in  \ncreating equitable instructional coherence are less understood.  \nPurpose  \nThe purpose of this article is to examine important lessons I learned about instructional  \ncoherence as an elementary principal in striving to lead for equitable teaching and learning from  \n2016-2021, and the challenges I faced along the way. In other words, the aim is to develop a  \ndeeper understanding of the relationship between leading for equity and leading for instructional  \ncoherence. To focus this examination, I select areas that I found most salient in influencing  \nequitable teaching and learning in literacy.","cbCailBPHWqOTuoo","https://ap.wps.com/l/cbCailBPHWqOTuoo","pdf",555249,13,"English","# Introduction\n# Purpose\n# Theoretical Framework","[{\"question\":\"What does instructional coherence include in the article’s framework?\",\"answer\":\"It includes two interrelated dimensions: instructional alignment (standards, curriculum, assessments, and instruction, plus horizontal and vertical alignment) and shared meaning and collective practices among staff.\"},{\"question\":\"What is the article’s purpose and time frame?\",\"answer\":\"It examines lessons learned about instructional coherence while leading equitable teaching and learning as an elementary principal from 2016 to 2021, including challenges faced.\"},{\"question\":\"Which questions guide the article?\",\"answer\":\"The article asks what leadership lessons connect instructional coherence with equitable teaching and learning, and which leadership practices and challenges were most salient in that work.\"}]","Leading Equitable Teaching and Learning - Principal Lessons Learned about Instructional Clarity and Coherence | PDF",1792094472,33]