Improving teaching practice through the development of strategies of instructional leadership in the international bilingual schools in China

China’s international bilingual schools have sprung up in the past decade, but the quality of teaching management and practice has been criticized for a long time. The purpose of this study is to investigate effective instructional leadership strategies and essential principles under the theoretical framework of instructional leadership. The inquiry first adopted a quantitative questionnaire, taking the collected data of international schools as a reference, and found that there is still much room for exploration and development of instructional leadership strategies in international bilingual schools, thus verifying the significance of this study. The method of the qualitative interview then provided more meticulous insights to figure out the effective instructional leadership strategies and underlying protocols – focusing on learner-centered pedagogies, building a learning community by supporting sustained professional development, providing supervisory support by developing collaborative partnerships, and introducing design thinking to inspire creativity and discretion. This chapter also highlights the limitations of current research on instructional leadership strategies in China’s international bilingual schools and suggests avenues for future research.