INSTRUCTIONAL LEADERSHIP AND PROFESSIONAL LEARNING IN A RURAL NORTH CAROLINA SCHOOL DISTRICT

This case study examined the instructional leadership of principals as co-participants in professional learning with teachers in a rural school district in eastern North Carolina. Teacher and principal interviews were the basis of understanding if the design of a professional learning initiative influenced principals towards facilitation and co-participation with teachers during Project Chief Education Officer (CEO). The implementation of the Sheltered Instructional Observation Protocol (SIOP) in this small district was the basis for two years of intensive professional learning for teachers and principals as a method for improving the teaching of academic language throughout the district. Qualitative data for the case study was collected using structured interviews to examine the primary research question of "How did participation in Project Chief Education Officer (CEO) to implement the Sheltered Instruction Observation Protocol (SIOP) influence teacher perceptions of professional learning and the instructional leadership behaviors of principals" in the following contexts: (1) the teaching of academic language\; (2) facilitation and participation in professional learning\; (3) teacher and principal perceptions of instructional leadership. The case study also examined participant responses in the context of: (1) historical perspectives\; (2) perceptions of current reality\; (3) reflections regarding instructional leadership behaviors. Findings revealed that the personal and professional narratives of teachers reflected the influence of principal instructional leadership behaviors as facilitators and co-participants on instructional practices and teacher perceptions of instructional effectiveness. Teacher narratives revealed that the instructional leadership behaviors of visible presence, resource provider and observing or monitoring provided the basis for positive teacher perceptions about the instructional leadership of principals and its influence on their engagement in professional learning and teacher instructional behaviors