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This manuscript presents a theoretical construct for analyzing procedural and conceptual tensions within instructional leadership for teacher development. The dynamic, multi-dimensional framework demonstrates possibilities for locating supervision as having procedural and conceptual bases. By employing the questions identified, educators place themselves within the framework focused on specific areas and located along a procedural to conceptual continuum. Identifying tensions in practice guides educators to be more reflective when engaging in professional growth. Ultimately, teachers need to become empowered to engage in reflective supervision in order to guide professional development, teaching and learning.

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This is an author-produced, peer-reviewed version of this article. © 2009, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ( The final, definitive version of this document can be found online at Teaching and Teacher Education, doi: 10.1016/j.tate.2008.02.002