Through extensive literature review, Spillane, Halverson, and Diamond (2004)[1] identified that instructional leaders have several macro-school-level functions. "1) constructing and selling an instructional vision, 2) developing and managing a school culture conducive to conversations about the core technology of instruction by building norms of trust, collaboration, and academic press among staff, 3) procuring and distributing resources, including materials, time, support, and compensation, 4) supporting teacher growth and development, both individually and collectively, 5) providing both summative and formative monitoring of instruction and innovation, and 6) establishing a school climate in which disciplinary issues do not dominate instructional issues."