Consortium on Chicago School Research

Snapshot 2003: Principal Instructional Leadership

Teachers' perceptions of their principal as an instructional leader with respect to teaching and learning standards, communication of a clear vision for the school, and tracking of academic progress. High levels indicate that teachers view their principal as very involved in classroom instruction.

Definition of Categories Charted Above

Category	In Chicago Public Schools:
1 Weak	teachers disagree or strongly disagree with all items on the scale.
2 Mixed	some teachers agree and some disagree that their principal makes teaching expectations clear, sets high standards for both teaching and student learning, and communicates a clear vision for the school. They disagree that their principal presses them to implement what they learn in professional development activities, understands how students learn, tracks student academic progress, monitors the quality of teaching, and knows what is going on in individual classrooms.
3 Strong	teachers agree with most items on the scale, although some disagree that the principal monitors the quality of teaching and knows what is going on in individual classrooms.
4 Very Strong	teachers strongly agree that their principal makes teaching expectations clear, sets high standards for both teaching and student learning, and communicates a clear vision for the school. They agree or strongly agree with the other items on the scale.

To see the items making up this measure and the response frequencies for each item, click here.

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