■ School leaders prioritized two critical dimensions of quality instructional materials that
facilitated teachers' use—usability and standards alignment. Fewer school leaders identified
cultural relevance, language-acquisition supports, and social-emotional learning supports
as essential dimensions of quality instructional materials. School leaders' perceptions of the
essential features of good instructional materials largely did not vary across contextual
factors, although there appeared to be differences by grade levels served by their school (ie …

Just as teachers' perceptions of instructional materials influence what they do with those
materials, school leaders' perceptions of instructional materials influence their decisions
about how and how strongly to support teachers' material use. The authors address a gap in
existing literature by identifying what school leaders regard as key dimensions of quality
instructional materials and describing the role that school leaders play in guiding the
selection and use of instructional materials. The authors found that school leaders …