Mohammad Noman (2023) Distributed Instructional Leadership: The SHARE Model
One of the major requirements of successful instructional leadership practices is the continuous, intense involvement of school principals’ indirect attempts to enhance teaching and learning activities in their schools (Hallinger et al. 2020; Neumerski et al. 2018). The effect of instructional leaders on teaching and learning is indirect through their influence on teachers, in the form of their hiring, coaching, developing, and encouraging teachers to constantly improve their instructional practices (Grissom and Condon 2021). Instructional leaders desperately need help and for this, they need to turn to other members of the school community, particularly their teachers. A couple of decades ago, Spillane and Louis (2002, p. 98) made the following assertion “as a practical matter, school principals who cannot engage others in leading will be unable to spread and mobilize the expertise necessary for school improvement in their schools; they are thus unlikely to be very effective”.
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- Neumerski CM, Grissom JA, Goldring E, Rubin M, Cannata M, Schuermann P, Drake TA (2018) Restructuring instructional leadership: how multiple-measure teacher evaluation systems are redefining the role of the school principal. Elem Sch J 119(2):270–297. https://doi.org/10.1086/700597
- Grissom JA, Condon L (2021) Leading schools and districts in times of crisis. Educ Res 50(5):315–324. https://doi.org/10.3102/0013189X211023112
- Spillane JP, Louis KS (2002) School improvement processes and practices: professional learning for building instructional capacity. Teach Coll Rec 104(9):83–104. https://doi.org/10.1177/016 146810210400905