Global Educators Cohort Program - Teacher Education

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Susan Printy - Education Administration


Phone: (517) 355-4508
Email: sprinty@msu.edu
Office: 412 Erickson Hall, Michigan State University, MI 48824

Susan Printy is an assistant professor of K-12 educational administration. Her research interests center on schools as learning organizations, with particular focus on the leadership relations between principals and teachers and the use of data in promoting school improvement. Her current work examines the professional impact of social learning that occurs within high school teachers’ departmental communities.

Areas Of Expertise

  • School Administration
  • Data analysis for school improvement
  • Educational Leadership
  • Organization Theory
  • Quantitative Research Methods


Recent Publications

Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership. (In press)


Transformational leadership by the principal appears to be a pre-condition of shared instructional leadership in schools, but does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to transformational leadership by the principal, with particular attention to the influence and conditions that activate interdependent relationships and enhance both shared transformational leadership and shared instructional leadership. A contrast school, where shared instructional leadership did not take hold, suggests that structures and processes that organize teachers’ work differently do not automatically result in the kinds of interactions associated with quality teaching and learning.
Integrated leadership Printy.pdf

How Principals Influence Instructional Practice: Leadership Levers


This chapter presents research from the current decade that contributes to an understanding of how principals and teachers share leadership influence in schools, with a particular focus on how that leadership increases the likelihood of teachers making changes or improvements to their instructional practice. Studies are organized into three categories: first, studies that explore the effects shared leadership has on instruction; second, studies that demonstrate how added teacher leader roles influence instructional practice; and third, studies that pursue the benefits and challenges of collaborative inquiry. Key ideas drawn from the research offer insight for high leverage actions principals can take to encourage shared leadership and improved teaching and learning. The chapter concludes with implications for policy and research.
Leadership Levers Printy.pdf

Leadership Content Knowledge: What Do We Know? Working Papers for K-12 Educational Administration


Increasingly, school leaders are called upon to improve the quality of teaching and learning in their schools. The evidence for this improvement comes largely from student scores on standard achievement tests. Meeting targets for student achievement on the timelines established by No Child Left Behind has proven a rigorous, even daunting, challenge for Michigan schools. Education professionals are working hard at reaching targets, and we do not ascribe persistent problems to a lack of administrator or teacher will. To some degree, we recognize that practicing educators are being asked to do things for which they have not been prepared. We take the perspective that improving the quality of teaching and learning is extremely complex, is related to multiple school, classroom and personal factors, and requires the adoption of new perspectives and the acquisition of new skills. Oriented to these realities, this set of working papers is intended to enhance the preparation of new and aspiring school leaders and was prepared for use by faculty and students in K-12 MA, EdS, and PhD programs.
LCK Working paper.pdf