Abstract
Purpose. The purpose of this study was to describe the leadership behaviors of six principals who have improved instruction in economically disadvantaged schools by challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart (Kouzes and Posner 1995). Methodology. Descriptive case study methodology was used in this study of six principals who were identified as exceptional instructional leaders of high-poverty schools. Principals and their staff members were interviewed using a questionnaire. The information gathered from these interviews was presented in tabular and narrative format. Findings. Principals featured in the study hold high expectations for improvement in themselves and others. They emphasize innovation and experimentation, and manage conflict quickly. They maintain a "no excuses" policy, believing that all students can succeed. They work collaboratively with others to construct a shared vision for the future. They are willing to share leadership and to help others grow and learn. They are positive role models, asking no more of others than they are willing to do. They encourage others and celebrate often, and inspire hope for the future of the children and families they serve. Implications. Successful instructional leaders in high-poverty schools should have certain characteristics in common. They cannot allow poverty to impede their high expectations for all students. They must expect, encourage, and manage change. They need to work with others to create a shared vision and to make it become a reality. These principals need to foster and expect commitment and determination toward commonly held goals. They should trust and empower members of their school community. Exceptional instructional leaders must become living examples of changes they wish to see in others. They should acknowledge, inspire, encourage, and appreciate continuous improvement in others. These principals must believe that everyone is part of the solution. They should be positive and approachable. Finally, they must be continuous learners, and apply their learnings to their work as they seek to improve the educational experience of students in high-poverty schools.