Prekindergarten Interventions and Instructional Leadership in Small and Mid-Sized Urban School Districts

Abstract

The purpose of this chapter is to examine the challenges of instructional leadership in prekindergarten (PK) programs in the context of small and mid-sized school districts. We first explore issues that characterize current PK education including the need for content standards and curriculum, Developmentally Appropriate Practices (DAP), Mathematics Pedagogical Content Knowledge, and addressing mathematics anxiety and teacher-efficacy. We then turn to instructional leadership for PK education and the challenges that leader preparation and district program structures cause for instructional leadership. Often instructional experts have limited exposure to PK classrooms housed in traditional elementary buildings. Additionally, elementary principals are typically ill-prepared with the knowledge needed to support and develop teacher MPCK and effective learning contexts in PK classrooms. Typical preparation and professional development programs offer limited support for building principals as PK instructional leaders. Implications for building principals include the need to engage professional communities, utilize collaborative processes such as team observations, and leverage the collective efficacy and expertise of PK educators in their schools and districts.

Citation

Summers, R.C. and Sutherland, I.E. (2015), "Prekindergarten Interventions and Instructional Leadership in Small and Mid-Sized Urban School Districts", Leading Small and Mid-Sized Urban School Districts (Advances in Educational Administration, Vol. 22), Emerald Group Publishing Limited, Leeds, pp. 173-190. https://doi.org/10.1108/S1479-366020150000022019