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Instructional Leadership
Definition: In the effective school, the principal acts as an instructional leader and effectively and persistently communicates that mission to the staff, parents, students and community. The principal understands and applies the characteristics of instructional effectiveness in the management of the instructional program.
First Generation Research: Principal as Instructional Leader
Second Generation Research: Principal as Leader of Leaders
Leadership Density
In schools where student achievement is consistently
higher than would be predicted, the responsibility for instructional leadership is shared by many. Today’s effective instructional leader recognizes the multiplying effect of developing many leaders in the school –of become leader of leaders.
Supervision in Transition 1992 ASCD Yearbook
Thomas Sergiovani, Contributing Editor
Instructional Leadership
Improving Instruction –Two Paradigms
Placing the Mark
Evaluation
Moving the Mark
Coaching
The Leadership Factor
• 5 Big Leadership Ideas
Depth of knowledge
Clear and consistent communication
Facilitating change
Monitoring progress
Recognizing and celebrating success
The Leadership Factor
• 5 Big Leadership Characteristics– Leaders focus on their own behavior– Leaders inspire through vision and create
pathways of success– Leaders demand accountability at all levels– Leaders develop teamwork through
collaboration– Leaders support the growth and development
of others
1. Maintain focus on TIA. TIA must be consistently and persistently communicated at every possible opportunity to ensure equity and quality in learning opportunities for all students.
4. What gets measured and monitored
gets done – the rest is viewed as optional. Develop effective systems of measurement for TIA in your district.
5. Ask the important questions.
– How are you implementing TIA in your classroom?
– How is the TIA document reflected in lesson planning, instruction and assessment?
– What are you doing to ensure both horizontal and vertical alignment of curriculum and instruction?
– How are you using formative assessment data to adjust instruction for individual student learning needs?
– How can I help you?
Change Process Tools
Where we started.Where we’re going..
When NOT to get discouraged.Valley of Promising Practice
• Three Key Questions
1. What does TIA look like when it is in use?
2. What would we see in classrooms where it is used well?
3. What will teachers and students be doing when TIA is in use?
A Conceptual Model for TIA Instructional Design
Quality instruction and learning experiences
Preparing for quality instruction
Great expectations for student achievement
TIA Instructional
Design
Assessment, feedback and adjustment
TIA and 3 Stages of UBD
Stage 1 – Desired ResultsZ-Chart
Stage 2 – Assessment Evidence Higher Order Questioning
Stage 3 – The Learning Plan Congruency in Learning Experiences
Essential Questionsfor Classroom Observations
• What is the goal of the lesson? Is it specific, measurable and standards-based?
• Are the activities, information and questions congruent to the goal?
• What is the level of instruction?
• Are all students actively engaged in the learning process?
• How is the teacher monitoring and adjusting instruction based on feedback from the learners?
Theory – Widely accepted beliefs based on research.
Expectation – A non-negotiable practice.
Method – How the standard is achieved.
Theory
Expectation
Method
Theory - Time affects learning.
Expectation – Establish and teach to a measurable learning objective.
Method - Cooperative Learning, demonstration, direct instruction,lecture, audio-visual presentation, learning centers, etc.
Belief - All children can learn given time.
Theory
Expectation
Method
Expectation 1 – Established and teach to a measurable learning objective
Establish and teach to a measurableEstablish and teach to a measurablelearning objectivelearning objective
1. A measurable objective - Z Chart 1. A measurable objective - Z Chart
2. Alignment of the learning experience – information 2. Alignment of the learning experience – information and activitiesand activities
Chance encounterChance encounter
PerfectionPerfection
RealityReality
Shotgun approachShotgun approach
Egg on the wallEgg on the wall approachapproach
Alignment of Instruction
Theory - Learning is an incremental process.
Expectation – Determine the appropriate level of instruction
Method - Cooperative Learning, demonstration, direct instruction, lecture, audio-visual presentation, learning centers, etc.
Belief - One success builds another success.
Theory
Expectation
Method
Expectation 2 - Determine the appropriate level of instruction
Determine the appropriate level of instructionDetermine the appropriate level of instruction
1. Unpack the learning expectation through the process of task analysis1. Unpack the learning expectation through the process of task analysis
2. Determine the appropriate level of instruction by assessing2. Determine the appropriate level of instruction by assessing prior knowledgeprior knowledge
Instructional monitoring strategies
1. Signaling Responses
2. Chalkboards
3. Flashcards, Every Pupil Response Cards
4. Manipulatives
5.
6.
7.
8.
Theory - There is a cause and effect relationship between teaching and learning.
Expectation – Check for understanding and adjust instruction
Method - Cooperative Learning, demonstration, direct instruction,lecture, audio-visual presentation, learning centers, etc.
Belief - Teachers control conditions for learning in the classroom.
Theory
Expectation
Method
Expectation 3 – Check for understanding and adjust instruction appropriately
Expectation 3 – Check for understanding during Expectation 3 – Check for understanding during instruction and make appropriate adjustmentsinstruction and make appropriate adjustments
1.1. Monitor learning progress by eliciting measurable Monitor learning progress by eliciting measurable responses during instructionresponses during instruction
2. Adjust instruction appropriately2. Adjust instruction appropriately
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