Abstract

This article examines the instructional leadership characteristics of a principal in a Title I school with classroom teachers integrating new literacies. The two dominant frameworks guiding this study were: instructional leadership and the dual-level theory of New Literacies. This qualitative, case study design included one principal and three teachers in a Title I elementary school Northeast Kansas. The principal in this study created a culture of trust and professional growth through the following actions: goals and expectations were individualized; teachers felt safe to experiment and take risks; resources, encouragement and support occurred; opportunities for ongoing, differentiated professional development were implemented; and opportunities to collaborate.

Keywords: literacy, technology integration, elementary, high-poverty, new literacies, educational leadership

Type of research: qualitative, case study

Keywords:

• literacy,
• technology integration,
• elementary,
• high-poverty,
• new literacies,
• educational leadership,
• case study