observe others practicing those behaviors, and, most importantly, to be successful at prac- ticing in the presence of others ... " (p. 31).
Elmore (2000) emphasizes the importance of a coherent set of school goals "... that give direction and meaning to learning and collegiality" (p. 16) and notes that collegial interac- tion has little value "... except in a school where the principal and teachers explicitly created a normative environment around a specific approach to instruction" (p. 17).
According to Andreae Downs (2000), if all teachers are to perform at high levels, prin- cipals must serve teachers and students as instructional leaders who keep school activities focused on student learning and build learning communities among staff members (and sometimes parents and community members as well). Just as they believe in the capacity of all students to learn at high levels, so, too, do instructional leaders believe they can learn to be more effective. These pPhil Schlechty (2001) advises principals to see themselves as part of a district-level team as well as head of a school team. He also asks them to focus the school on creating quality work for students and to remove barriers that inhibit that focus. "You are as respon- sible for what teachers do in the classroom as are the teachers themselves," he reminds principals. "Good leaders do not exist outside the context of good followers, and good followers do not exist unless they have the potential to be good leaders. Developing that potential is what good leadership is all about" (p. 214).
In a study of elementary school leadership in Chicago, Penny Sebring and Anthony Bryk (2000) found three common elements among the principals of productive schools: leadership style, their strategies, and the issues on which they focus. Principals had a lead- ership style that was inclusive and facilitative, focused the institution on student learning, provided efficient management, and combined pressure with support. The strategies used by these principals included making "quick hits" (attacking a highly visible problem and solving it quickly); having a long-term focus on the instructional core; having a strategic orientation through a comprehensive, coherent plan for school development; and by attack- ing incoherence. Key issues addressed by these principals were the strengthening of parent/ community ties to the school, developing teachers' knowledge and skills, and promoting