| In 2011, with government accountability programs such as Race to the Top, the demands placed on education and those who lead education were shifting. The advancement of online learning was transforming education. Students' needs were different due to their use of technology for non-educational purposes. What new skill set was required from an instructional leader as defined by Standard 2, Instructional Leadership, of the Idaho Foundation Standards for School Administrators (IFSSA, 2005) due to the changing demands of environment, personnel, and students in online education? This question was the focus of this study.;Three theories framed this study: learning online (Lowes, 2008; Luckin et al., 2009; Palloff & Pratt, 2003; Rosen, 2010; Watson, 2007), teaching online (Bender, 2003; Lowes, 2008; Mitchell, 2009; Palloff & Pratt, 2007), and leading online (Beaudoin, 2003; Mitchell, 2009; Schrum & Levin, 2009; Tobin, 2004). Fullan's (2001) characteristics of leading in a culture of change were at the center of these three theories because the culture of virtual schools was evolving and changing rapidly, and leaders were required to do the same.;Qualitative case study methods were employed. Purposeful sampling was used to select one nationally recognized, non-profit, state virtual school, fictionally named One Virtual High School, and 13 participants---6 online principals matched with 7 online teachers. Interview, observation, and artifact analysis were used to provide multiple perspectives. Data analysis was conducted first within each group and then across all groups.;This study found online principals viewed themselves as instructional leaders while online teachers viewed online principals as managers. The disconnect was primarily due to online principals emphasizing rote tools, such as the dates announcements were posted, rather that inspiring innovation. All of Fullan's (2001) aspects were present in the online principals in the study; however, relationship was lacking or underdeveloped. This study concluded online principals need to be innovational leaders, which falls outside the defined instructional leadership role. In order to be more innovational, online principals need more professional development, and they need to develop stronger relationships with their online teachers, through cognitive coaching and other means. |
