A good leader not only knows where he is going, but he can persuade others to follow.

The First Generation: In the effective school the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, and students. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program.

The Second Generation: In the second generation, instructional leadership will remain important; however, the concept will be broadened and leadership will be viewed as a dispersed concept that includes all adults, especially the teachers. This is in keeping with the teacher empowerment concept; it recognizes that a principal cannot be the only leader in a complex organization like a school. With the democratization of organizations, especially schools, the leadership function becomes one of creating a “community of shared values.” The mission will remain critical because it will serve to give the community of shared values a shared sense of “magnetic north,” an identification of what this school community cares most about. The role of the principal will be changed to that of “a leader of leaders,” rather than a leader of followers. Specifically, the principal will have to develop his/her skills as coach, partner and cheerleader. The broader concept of leadership recognizes that leadership is always delegated from the followership in any organization. It also recognizes what teachers have known for a long time and what good schools have capitalized on since the beginning of time: namely, expertise is generally distributed among many, not concentrated in a single person.

• http://www.e-lead.org/resources/index.asp - Welcome to e-Lead, a free online resource offering states and districts information about how to provide better professional development for principals. e-Lead is a partnership of the Laboratory for Student Success at Temple University and the Institute for Educational Leadership. e-Lead is designed to provide easy-to-read, easy-to-access information on the development of school leaders.

• http://www.thirteen.org/edonline/leadership/instructional.html - Strong instructional leadership has a positive impact on student learning. Instructional leaders provide focus and direction to curriculum and teaching, establish conditions that support teachers and help children succeed, and inspire others to reach for ambitious goals. Effective instructional leaders understand the difference between leadership and management and find time for both.

• http://www.vtaide.com/png/ERIC/Developing-Instructional-Leaders.htm- This Digest reviews the demands of today's instructional leadership and discusses steps that universities and school districts can take to help leaders develop the necessary skills.

• http://saskschoolboards.ca/research/leadership/95-14.htm - Introducing Principals to the Role of Instructional Leadership. A summary of a master's project by Jan Chell.

• http://www.readingfirstsupport.us/docs/RF-notebook-0305.pdf - A clearly defined understanding of instructional leadership is imperative if that leadership is to be effective.

• http://www.learningpt.org/literacy/adolescent/leadership.php - Framework for Instructional Leadership

• http://eric.uoregon.edu/publications/digests/digest160.html - Developing Instructional Leaders by Larry Lashway

• http://www.aare.edu.au/03pap/mac03415.pdf - BEYOND INSTRUCTIONAL LEADERSHIP: TOWARDS PEDAGOGIC LEADERSHIP