Effective Instructional Leadership Practices in High Performing Elementary Schools


  • Jesse Sanchez California Sate University, Fresno, USA
  • Jennifer M. Watson California Sate University, Fresno, USA




Key Words: instructional leadership practices, Title I school, achievement gap


The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.



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Author Biographies

Jesse Sanchez, California Sate University, Fresno, USA

Jesse Sanchez, EdD, is a district administrator for the Dinuba Unified School District.  His major research interests lie in the areas of instructional leadership, shared leadership, labor management, administrative coaching and multi-tiered systems of support in K12 public school settings.  Email: jesse.sanchez@dinuba.k12.ca.us

Jennifer M. Watson , California Sate University, Fresno, USA

Dr. Jennifer Moradian Watson is an Assistant Professor in the Department of Educational Leadership, Kremen School of Education and Human Development at Fresno State.  She has 25 years of experience working at multiple elementary, middle, and high school campuses, as well as two district offices.  Dr. Watson has taught middle and high school and has extensive high school administrative experience.  Dr. Watson concluded her P-12 career as an elementary principal.  She has taught in higher education for the past eight years in teacher and administrator preparation as well as doctoral preparation for educational leaders in P-12 and higher education.


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