instructional leadership
TRANSCRIPT
Instructional Leadership
Becoming An Exemplary Instructional Teacher
INSTRUCTIONAL LEADERSHIP
One of the most useful tools in creating a forward-looking, student-centered school environment.
Can be defined as: “those actions that principal takes, or delegates to
others, to promote growth in student learning*”
Instructional Leadership
An Overview
I N S T R U C T I O N A L L E A D E R S H I P
Principal-centered The principal is seen
as an heroic leader who single-handedly keeps the school on track
Principal focus was on curriculum and instruction
Geared on the discussions of school based management and facilitative leadership.
Instruction became the focus of the leadership agenda*
Explicit standards and the pressure to provide tangible evidence of success, re-affirmed the importance of instructional leadership
1980’s 1990’s
CONCEPT AND VIEWSInstructional Leadership
Bird and Little (2008)• I.L. refers to the specific branch of
educational leadership that addresses curriculum and
instruction.
MacEwan (1992) and Elmore (2002)
Views I.L. as imperative to improved instruction and student
achievement. Views I.L. as an “organizational
glue”
Barth (2001)
I.L. is not exercised by one person but one person does create a condition through which all teachers and administrators become more responsible for their professional learning and important role in sustaining school improvement.
B E S T P R A C T I C E S
INSTRUCTIONAL LEADERSHIP
INSTRUCTIONAL LEADER
SHARES LEADER
SHIP TAPS THE EXPERTISE
OF TEACHERS
LEADS A COMMUNITY
ACTS AS LEARNE
RSCOLLABORATES IN LEARNIN
G
VISITS CLASSROOM
MONITORS CURRICULU
M AND INSTRUCTIO
N
USES DATA TO MAKE
INSTRUCTIONAL
MATERIALS
INSTRUCTIONAL LEADERSHIP
BEST PRACTICES
A COMPARISONCONVENTIONAL INSTRUCTIONAL
LEADERSHIP
• Principal-centered• High Focus on Curriculum
and Instruction• Setting Clear Goal• Allocating Resources
through Instruction• Monitoring Lesson Plans• Evaluating Teachers for
Improvement in Teaching
INNOVATIVE INSTRUCTIONAL LEADERSHIP
• Persons-centered- create collegial relationships with and among teachers
• Focus on School Based Management
• Shared Understanding of the goals.
• Deep involvement in the form of core technology of teaching and learning
• Carries more sophisticated views of professional development
Major Division of Good I.L.
Knowledge confidence enthusiasm
Major Division of Good I.L.
Includes awareness of chains management theory, insight into
personal capabilities knowing when to het
help from outside resources and staying
involve with other leaders of educational
advancement.
Drives interpersonal relations,
communication, planning, decision
making, and conflict management.
Includes the ability to bring all stakeholders
together to act.
A FOCUS
The Principal As Instructional Leader
The instructional leader is an administrator who emphasizes the
process of instruction and facilitates the interaction of teacher, student, and
curriculum.
Findley (1992)
Principal as instructional leader must address certain managerial
tasks to ensure an efficient school.
He must focus on activities which pave way for high student achievement. (Findley, 1992)
The principal as an instructional leader encourages and develops
instructional leadership in teachers.
(Smylie and Conyers, 1991)
Instructional Leadership Activities
Goals and
Emphasis
• Set
instruction
al goals,
high expectation and focus
on student
achieveme
nt
Coordination and Organization
• Work for effectiveness and efficiency
Power
and
Disciplinary Decision Making
• Secu
re resources
, generate alternatives,
assist and facilities to improve the instructional
program
Human
Resources
•Deal effectively with staff, parents, community and students.
Checkley (2000), argues that rather than focusing with providing instructional leadership, principals should instead consider the following:
1. Encourage and promote teacher growth and development within their own ranks.
2. Engage teachers in sustained discourse whereby, as colleagues, teachers can define what student learning should like.
3. Identify instructional approaches that will support their vision.
Checkley (2000), argues that rather than focusing with providing instructional leadership, principals should instead consider the following:
4. Be attentive to teaching and learning and to work together to improve the instructional program.
5. Foster the conditions through which teachers can specify instructional goals.
6. Direct the overall effort by offering teachers the support, encouragement, and challenge they need as teachers, collaborate together toward achieving more substantive goals.
7
Checkley also asserts that principals and teachers
need to learn how to collaborate with one
another.
The principal must construct a school culture through which teachers redefine curriculum, teaching, and learning.
The Instructional Leader
Traits and behavior
Instructional
Teacher
Super-visionary
Culture builder
Facilitative
learning
Heroic LeaderPracticin
g Teacher
Values-led
Direction Setter
Chief Learning Officer