http://edr.sagepub.com/content/42/8/433.full
I don't follow much in the educational leadership space, but there are some interesting results in this article by Grissom, Loeb, and Master in this month's Educational Researcher. Principals in their study spent only 12.7% of their time on instructional activities, with only 0.5% of time spent coaching teachers, 1.8% of time evaluating teachers, and 5.4% spent on classroom walkthroughs. The total amount of instructional time was found to have no correlation with schools' effectiveness or growth as shown on state standardized tests. Furthermore, classroom walkthroughs were shows to have a negative association with achievement and improvement in high schools, particularly when the walkthrough does not serve any professional development function. Spending time on the school's education program, teacher evaluation, and coaching of teachers showed positive associations.
I don't follow much in the educational leadership space, but there are some interesting results in this article by Grissom, Loeb, and Master in this month's Educational Researcher. Principals in their study spent only 12.7% of their time on instructional activities, with only 0.5% of time spent coaching teachers, 1.8% of time evaluating teachers, and 5.4% spent on classroom walkthroughs. The total amount of instructional time was found to have no correlation with schools' effectiveness or growth as shown on state standardized tests. Furthermore, classroom walkthroughs were shows to have a negative association with achievement and improvement in high schools, particularly when the walkthrough does not serve any professional development function. Spending time on the school's education program, teacher evaluation, and coaching of teachers showed positive associations.