David E. DeMatthews, Mehmet Şükrü Bellibaş
Research on instructional leadership and similar frameworks have informed principal preparation, development, and evaluation into the present, yet the concept has at times been criticized for a narrow focus on instruction and academic achievement on standardized tests as well as a lack of attention to context, social justice, and marginalizing conditions experienced by particular student groups. In this article, we put forward a unified socially-just instructional leadership framework for principals. We begin defining and operationalizing socially-just instructional leadership grounded in our own research and a review of empirical evidence. Then, drawing upon our research in middle schools and other social justice and instructional leadership studies, we describe and operationalize a socially-just instructional leadership definition framework for practitioners. We include a core set of recommended practices for practitioners along with more focused sub-practices. Finally, we conclude with a discussion of the important role principals play in creating high-achieving, socially-just schools deeply committed to improving the academic outcomes, rooting out injustices, and promoting the long-term success and social-emotional well-being of each student.