TESTING THE EFFECTIVENESS OF A SYSTEMATIC INSTRUCTIONAL MONITORING PLAN AS A WAY TO IMPROVE INSTRUCTIONAL LEADERSHIP IN RESTART SCHOOLS

Abstract

This problem of practice study examines the challenge of strengthening instructional leadership in North Carolina’s Restart schools through a systematic instructional monitoring plan. Restart schools, which are granted charter-like flexibility to improve student outcomes, require strategic and data-driven leadership to drive sustainable school improvement. Utilizing a Plan, Do, Study, Act improvement science framework, this study involved the implementation of a structured instructional monitoring plan across multiple Restart schools. The design included weekly classroom walkthroughs, principal interviews, teacher focus groups, school improvement plans, and Restart monitoring documents. The analysis process integrated statistical comparisons with qualitative coding to identify leadership trends, challenges, and effective practices. The data and observations from this study indicate that this improvement strategy had a positive impact on the problem. Additional recommendations and implications are shared that are applicable to principal preparation programs, school district leadership development initiatives, refining instructional monitoring practices, and optimizing Restart to support low-performing schools.