Purpose – The purpose of this study is to articulate the relationship between school leadership and quality core instruction, as defined by a gradual release of responsibility (GRR) framework. The development of a common vocabulary for quality instruction is essential for leaders and teachers to communicate effectively.
Design/Methodology/Approach – This chapter uses vignettes developed from previous studies to illustrate the use of GRR in principal development, instructional leadership in schools, and in professional learning for teachers.
Findings – Instructional leadership in action is enhanced when adults experience GRR as learners themselves. The authors use illustrative examples to highlight how GRR is leveraged to enhance learning.
Research Limitations/Implications – The authors use vignettes to highlight effective practices and believe that they have utility for other programs aimed at preparing instructional leaders.
Practical Implications – GRR principles should be enacted within adult learning, particularly in leadership preparation programs, and in school-based collaborative inquiry processes such as learning walks and professional learning communities.
Originality/Value of Chapter – The authors utilize our experiences as researchers and school leaders to articulate the bridge between leadership development and leadership in practice using GRR as the constant.
Elliot, K., Frey, N. and Fisher, D. (2019), "Leading Learning through a Gradual Release of Responsibility Instructional Framework", McVee, M.B., Ortlieb, E., Reichenberg, J.S. and Pearson, P.D. (Ed.) The Gradual Release of Responsibility in Literacy Research and Practice (Literacy Research, Practice and Evaluation, Vol. 10), Emerald Publishing Limited, Bingley, pp. 91-102. https://doi.org/10.1108/S2048-045820190000010006
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