# data[].attributes.body
Instructional leaders must work with the faculty to improve instruction.Instructional leaders must work with the faculty to improve instruction. Nelson (2005) insisted that principals must not be absorbed with managerial tasks.here must be an integration of instructional concerns and school management. Blasé and Blasé (2002) recommended using direct assistance to help teachers improve instruction. Direct assistance includes classroom observations Direct assistance includes classroom observations, feedback, and reflective dialogue (Blasé & Blasé, 2002). Direct assistance has been shown to be crucial success(Rosenholtz & Simpson, 1990).

# data[].attributes.body
Supervision of Instruction - The History of Supervision, Roles and Responsibilities of Supervisors, Issues Trends and Controversies, http://education.stateuniversity.com/pages/2472/Supervision-Instruction.html#ixzz4RvwjaZuk

P. Robbins, 1991 January 1, How to Plan and Implement a Peer Coaching Program.

T. Grizzard, 2007, The impact of instructional leadership on school climate: A model for principal and teacher improvement, http://digitalscholarship.tnstate.edu/dissertations/AAI3277896

# data[].attributes.body
Principals play a vital role in determining the success or failure of peer coaching efforts. They provide both symbolic and expressive support for peer coaching. Symbolically, principals can show philosophical support for peer coaching by modeling the peer coaching process; substituting for teachers while they coach their peers; functioning as a coach or inviting teacher (if asked to do so); allocating time and other resources for coaching; promoting schoolwide norms, such as risk taking, that reinforce the spirit of coaching; creating line item budget allocations for coaching activities; and reserving “prime time” on faculty meeting agendas for discussing coaching practices and experiences.

# data[].attributes.body
The initial practice of clinical supervision, however, soon had to accommodate perspectives coming out of the post-Sputnik curriculum reforms of the 1960s that focused on the structures of the academic disciplines. Shortly thereafter, perspectives generated by research on effective schools and effective classrooms that purported to have discovered the basic steps to effective teaching colonized the clinical supervision process.

# data[].attributes.body
In the second half of the century the field of supervision became closely identified with various forms of clinical supervision. Initially developed by Harvard professors Morris Cogan and Robert Anderson and their graduate students, many of whom subsequently became professors of supervision in other universities, clinical supervision blended elements of "objective" and "scientific" classroom observation with aspects of collegial coaching, rational planning, and a flexible, inquiry-based concern with student learning.