The conceptual descriptions sampled in Table 13.1 represent a chronology of ideas about instructional leadership that may have been empirically tested only once or not at all. Nevertheless, these particular examples hold influence over the field, if only in the number of repeated citations they generated. The chronology is important because it illustrates the degree to which the conceptual work fails to build and inform other work. That feature is particularly evident in the first two examples. Hallinger's co-author in their 1985 article. Murphy, played a significant role in the development of the Interstate School Leaders Licensure Consortium (ISLLQ standards roughly a decade later. Any conceptual alignment between those examples is not any more evident than it is among the other examples.