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BECOMING AN EXEMPLARYINSTRUCTIONAL LEADER
SPECIAL TOPIC: INSTRUCTIONAL LEADERSHIP
NCBTS: DOMAIN 7- PERSONAL GROWTH AND PROFESSIONAL
DEVELOPMENT.
MARVIN N. BUSTAMANTE
BSED- IV SCIENCE
At the end of this module, the learner should be able to :
• identify the skills and characteristics of an instructional leader;
• explain the concepts and news along instructional leadership;
• analyze the roles and function of the principal as instructional leader;
• reflect on how the teacher can become a good instructional leader;
• and make a career plan.
INSTRUCTIONAL LEADERSHIP
is one of the useful tools in creating a forward-looking, and
student-centered school environment.
can be define as “those actions that a principal takes, or a
delegates to others, to encourage growth in student learning.
INSTRUCTIONAL LEADER VS. TRADITIONALSCHOOL ADMINISTRATOR
OVERVIEW
•1980’s instructional leadership was principal
centred; focus was on curriculum and instruction.
•1990’s instructional leadership become school-based
management and facilitative leadership.
CONCEPTS AND VIEWS
• Bird and Little (2008) Instructional leadership refers to specific branch of educational
leadership that addresses curriculum instruction.
• MacElwain (1992) views instructional leadership as imperative to improved instruction
and student achievement.
• Elmore (2002) Instructional leadership is the “organizational glue” that keeps thing in
track.
• Barth (2001) …. 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.
INSTRUCTIONAL LEADERSHIP : BESTPRACTICES
INSTRUCTIONAL LEADER
Share leadership
Tap expertise of
teachers
Leads a learning
community
Acts as learners
Collaborates in leading
Visits classroom
Monitor curriculum & instruction
Uses data to make
instructional
SHARE LEADERSHIP
• Sharing leadership throughout a school and providing for leadership succession
spell the success of the school.
• Instructional leaders influence others to understand and agree with what need to
done and how.
• It requires the facilitation of individual and shared efforts to accomplish common
objectives. (Hargreaves &Flink, 2003)
• As key instructional leaders, principals share the leadership with teachers to
promote reflection and collaborative investigation to improve teaching and
learning.
TAP THE EXPERTISE OF TEACHERS
• ... set the direction and influence the members of the organization to work together
toward meeting organizational goals.
• Principals provide individual support, challenging teachers to examine their own
practices and serving models of best practice.
• They develop and depend on leadership contribution from a variety of stakeholders.
• Teacher leaders lead chains from the classroom by making questions related to school
improvement and they feel empowered to find the answer.
• Principal speak to teacher, provide staff development and support lifelong learning
about teaching and learning.
TAP THE EXPERTISE OF TEACHERS
• They create opportunities for teachers to work together and share teaching
practices with one another.
• Principals also tap the expertise of teachers throughout the process of
transforming their school and increasing the focus on learning are more
successful.
COLLABORATE IN LEADING
• Principals collaborate with teachers to evaluate issues related to curriculum,
instruction and assessment.
• Teachers provide valuable insight and ideas to principal as they work together
toward school improvement.
LEAD A LEARNING COMMUNITY
• Principals must become role models for learning while continually (or at least
regularly) seeking tools and ideas that foster school improvement (Lashway,
2003)
• Simply put, schooling is around two key functions:
1. Teaching and learning, and
2. Organizing for teaching and learning.
• It seems clear that School Principals need to manage the structures and
processes of their school around instruction.
(PRINCIPALS AND TEACHERS) AS LEARNERS
• Effective principals make student success pivotal to their work and, accordingly, pay
attention to and communicate about instruction, curriculum, and student mastery of
learning objectives, and are visible in the school.
• Learning needs to occur throughout an organization, and principals need to become
participants in the learning process in order to shape and encourage the implementation
of effective learning models in their school.
• They participated in staff training provided to their staffs. Good Principals foster the
idea of working together as a valuable enterprise because they understand that this kind
of collaborative learning community will build trust, collective responsibility, and a
schoolwide focus on improved student learning (Prestine & Nelson 2003)
USE DATA TO MAKE INSTRUCTIONALDECISIONS
• Effective principals skilfully gather information that determines how well a school organization
is meeting goals and use the information to refine strategies designed to meet or extend the
goals.
• They find themselves in a constant state of analysis, reflection and refinement.
• They challenge their staff to re-examine the assumption about their work and how it can be
performed.
• Principals need to possess basic skills for using these data for setting direction, developing
people, and reinventing the organization.
• The use of appropriate data helps to maintain a consistent focus on improving teaching and
learning , and consequently, effective principals accept no excuses for lack of success to improve
student learning. (Leithwood &Riehl, 2003)
MONITOR CURRICULUM AND INSTRUCTION
• There are good reasons to focus on school leadership. The importance of the
principal’s role has never been greater, taking into consideration national
accountability standards for school and the likelihood that principal job vacancies
will increase in the near future. Not only do effective principals focus attention
on curriculum and teaching, they also understand teaching and possess credibility
in the eyes of their staff. (Mazzeo, 2003)
MONITOR CURRICULUM AND INSTRUCTION
• Schmoker (2006) Suggested that too often school cultures discourage close
scrutiny of instruction. He says, effective leaders can raise the level of
importance by looking for evidence that curriculum standards are taught through
the review of formative assessment, grade books, team lesson logs, and students
work.
MONITOR CURRICULUM AND INSTRUCTION
• Principal support instructional activities and programs by modeling expected behaviors,
participating in staff development, and consistently prioritizing instructional concerns on
a day-to-day basis. They strive to protect instructional time by removing issues that would
detract teachers from their instructional responsibilities. (Marzano et al., 2005)
• Moreover, principals in effective school are involved in instruction and work to provide
resource that keep teachers focused on student achievement. They are knowledgeable
about curriculum and instruction and promote teacher reflection about instruction and its
effect on student achievement. (Cotton 2003)
VISITS CLASSROOM
• Principals build trust by supporting and nurturing teacher development by providing feedback that
helps teachers to improve.
• This is more likely to occur when principals exercise the collegiality leadership. Additionally,
principals are best position to help teachers improve in areas of weakness and can accomplish this
through observations and dialogue that show respect for teachers as professional. (Cooper,
Ehrensal, & Bromme, 2005)
• It is important to evaluate the quality of teaching in order to evaluate the quality of teaching in order
to select and retain good teacher.
• Principals must develop leadership skills that help them to build the intellectual capital that is
necessary to make good curriculum choices, establish expectation for students work and provide
teachers with opportunities to learn the specifics of teaching well within their academic areas.
CONVENTIONAL AND INNOVATIVE
INSTRUCTIONAL LEADERSHIP:
A COMPARISON
CONVENTIONAL VS. INNOVATIVECONVENTIONAL INSTRUCTIONAL
LEADERSHIP
INNOVATIVE INSTRUCTIONAL LEADERSHIP
1. Principal-Centered 1.Person-centered- create collegial relationships with
and among teachers
2.High Focus on Curriculum and Instruction 2.Focus on School Based Management
3.Setting Clear Goal 3.Shared understanding of the goals
4.Allocating Resources through Instruction 4.Providing the resources needed for learning to occur
5.Monitoring Lesson Plan 5.Deep Involvement in the Form of core Technology
of teaching and learning
6.Evaluating Teachers for Improvement in Teaching 6.Carries more sophisticated views of professional
development.
GOOD INSTRUCTIONAL LEADERSHIPCHARACTERISTICS (ARMSTRONG,2007)
Knowledge Confidence Enthusiasm
Includes awareness of chains
management theory, insight into
personal capabilities knowing
when to get 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.
THE PRINCIPAL AS INSTRUCTIONALLEADER: A FOCUS
• It is the pivotal point within the school who effects the quality of individual teacher instruction,
the height of student achievement and a degree of efficiency in school functions.
• The instructional leader is an administrator who emphasizes the process of instruction and
facilitates the interaction of teacher, student and curriculum. (smith,2008)
• Findley (1992) claims that the principal as instructional leader must address certain managerial
task to ensure a efficient school. He must focus on activities which pave way for high students
achievement. For schools to be effective, principals must look at ways to emphasize instructional
leadership.
• The principal as an instructional leader encourages and develops instructional leadership in
teachers. (Smylie and Conyers, 199100)
INSTRUCTIONAL LEADERSHIP ACTIVITIESACCORDING TO FLAITH (1989) ARECATEGORIZED INTO 4 NAMELY:
1. Goal and Emphasis – set instructional goals, high expectation, and
focus on student achievement.
2. Coordination and Organization – work for effectiveness and
efficiency.
3. Power and Disciplinary Decision Making – secure resources,
generate alternatives, assist and facilitate to improve the instructional
program.
4. Human Relations - Deal effectively with staff, parents, community ,
and students.
PRINCIPAL SHOULD CONSIDER THE FOLLOWING:(CHECKLEY 2000)
1. Encourage and promote teacher growth and development with their own ranks.
2. Engage teachers in sustained discourse whereby, as colleagues, teachers can define what
student learning should look like.
3. Identify instructional approaches that will support vision.
4. Be attentive to teaching and learning and to work together to improve both.
5. Foster the conditions through which teacher 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.
CHECKLEY ALSO ASSERTS THAT….
Principals and teachers need to learn how to collaborate with one another, by promoting a forum for
professional discourse, principal as instructional leader, construct a school culture through which
teachers redefine curriculum, teaching, and learning. They also learn to translate the definition into
new classroom practices as they build relationships characterized by mutual trust, risk taking, and
experimentation, all in a supportive and professionally challenging environment.
THE INNOVATIVE INSTRUCTIONAL LEADER:TRAITS & BEHAVIORS
INSTRUCTIONAL LEADER
Super -visionary
Culture builder
Facilitative leader
Heroic leader
Practicing teacher
Values-led
Direction setter
Chief learning officer
THE INNOVATIVE INSTRUCTIONAL LEADERTRAITS BEHAVIOR
1. SUPER-VISIONARY •Can integrate a synergy of effects that enable
people, process and technology to link together in
a way that school achieve its vision. (Sergiovanni
and Starratt 1988)
2. CULTURE BUILDER
(Barth 2001)
•Dedicated to building teacher relationship
•Capable of constructing a shared vision with all
the members of the school community.
•Bears ultimately responsibility for success or
failure of the school.
3. CHIEF LEARNING OFFICER
(Bottoms & O’Neill, 2001)
•Models learning
•Driven by relentless growth standard base
accountability system.
•Open to new ideas.
4. HEROIC LEADER
(Bottoms & O’Neill, 2001)
•Focus on curriculum, instruction and student
mastery of leraning objectives.
•Insistent upon improving student learning.
THE INNOVATIVE INSTRUCTIONAL LEADER
TRAITS BEHAVIOR
5. FACILITATIVE LEADER
(Bottoms & O’Neill, 2001)
•Gears on the discussion of school based
management.
•Well-focused on school improvement plan.
•Offers teachers the support, encouragement and
challenge they need as teachers.
6. DIRECTION SETTER •Sets direction and influence the members of the
organization to link together toward meeting
organizational goals.
7. VALUES-LED
(Day, 2000)
•Willing to be driven result.
THE INNOVATIVE INSTRUCTIONAL LEADER
TRAIT BEHAVIOR
8. PRACTICING TEACHER
(Wending, 1990)
•Promotes the value of care and equity within the school and
its decision making process.
•Both people-centered and achievement oriented.
•Challenges teachers to think more critically about how they
link together personal, professional and organizational
development in an overall effort to improve curriculum,
teaching and learning.
•Continues to teach for at least an average of 20% of the
week, in order to work closely with students.
•Develops teaching techniques and method as a means in
understanding teacher perspective.
•Establishes a base on which to make curricular decisions.
•Strengthens the belief that the sole purpose of the school is to
ensure the educational needs of students.
THE INSTRUCTIONAL LEADER: THEIR ROLES AND FUNCTIONS
• The functions of instructional leadership involve all the beliefs, decisions, strategies and tactics that the
principal uses to generate instructional effectiveness in classroom. (moorthy,1992):
making students and adult learning the priority
setting high expectations for performance
gearing content and instructions to standards
creating a culture of continuous learning
using multiple sources of data to assess learning
activating the communities support for school success
leading teachers to produce tangible results as ambitious academic standards. (elmore,2002)
making suggestions, giving feedbacks and modeling effective instruction.
soliciting opinion and supporting collaboration
providing professional development opportunities and giving praise for effective teaching.
THE EFFECTIVE INSTRUCTIONAL LEADER: BECOMING ONE
• Glickman (1990) has much to say about how to become an effective
instructional leader. Using his works a the base, and including the
research findings of others, effective instructional leadership is
comprised of the following 3 major categories and subcategories.
EFFECTIVE INSTRUCTIONAL LEADER
Knowledge Base Task Skills
Effective schools literature
Research on effective speaking
Supervision/evaluation of
instruction
Staff development
Interpersonal communication
People
Awareness of your own educational
philosophy and benefits
Administrative development
Curriculum development
Group development
Decision-making
application
Change theory Action research Problem solving/conflict
management
Knowledge of curriculum theory /
core curriculum
Positive school climate
School and community
Technical goal setting
Assessing and planning observing
research and evaluation.
3 WAYS TO BECOME AN EFFECTIVE ONSTRUCTIONAL LEADER (WILLISON 2008)
1. Talk the talk THE PRINCIPALMust be an expert in teaching and learning
Must build an informed vocabulary of pedagogical
term
Must use keywords like lesson plan, instructional
design and pedagogy
Must be able to articulate about instructional
design, delivery methods, formative and summative
assessment and learning styles.
2. Walk to walk Must demonstrate through this action that teaching
and learning are the center of what happens in
school
Must be visible in the classroom, in order to learn
more about instructional practices
Must identify outstanding teachers and their
methods
Must provide opportunities to superstar teachers to
share their best practices
Must identify teachers in need of support and
professional development
3 WAYS TO BECOME AN EFFECTIVE ONSTRUCTIONAL LEADER (WILLISON 2008)
3. Be the caddy Must be the great caddy who provides advice on
shot
Must be the “caddy” to teachers providing the
necessary tools and advice on how best to use them
Must be able to recognize teachers having
instructional problem
Must identify the needed resources and provide
opportunities to acquire both
THE EXEMPLARY INSTRUCTIONAL LEADER OF TODAY MUST POSSESS THE FIVE GENERAL QUALITIES AND MUST PERFORM THE FIVE PRACTICES:
QUALITIES
PRACTICES
• Instructional leadership is a collaborative learning environment where learning is not confined to the classroom and is the objective of all educators.
• Instructional leadership is an important departure from the ancient model of administrator as authoritarian. Inherent in the concept is the idea that learning should be a top-down process.
• Strong instructional leadership has a positive impact on student learnig..
Possesses knowledge of the curriculum and good instructional practices
Monitors the implementation of curriculum standards and make sure they are taught
Models behaviors that they expect of school staff
Supports teacher effectiveness
Spends time in classrooms to monitor curriculum implementation
Steers the curriculum and prioritize staff development
Views classroom observations as a means to satisfy contractual obligations
Judges the quality of teaching and shares a deep knowledge of instruction with teachers
Promotes coherence in the instructional program where teachers and students follow a common
framework
Trusts teachers to implement instruction effectively