Instructional Leadership

Becoming An Exemplary Instructional Teacher

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

Instructional Leadership

An Overview

INSTRUCTIONAL LEADERSHIP
1980s

1990s

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

CONCEPT AND VIEWS

Instructional 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.

BEST PRACTICES
INSTRUCTIONAL LEADERSHIP

SHARES LEADERSHIP USES DATA TO MAKE INSTRUCTIONAL MATERIALS TAPS THE EXPERTISE OF TEACHERS

MONITORS CURRICULUM AND INSTRUCTION

INSTRUCTIONAL LEADER

LEADS A COMMUNITY

INSTRUCTIONAL LEADERSHIP

VISITS CLASSROOM COLLABORATES IN LEARNING

ACTS AS LEARNERS

A COMPARISON
CONVENTIONAL 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.

The Principal As Instructional Leader

A FOCUS

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 instructional goals, high expectation and focus on student achievement

Coordination and Organization

Work for effectiveness and efficiency

Human Resources

Deal effectively with staff, parents, community and students.

Power and Secure resources, generate Disciplinary alternatives, assist and Decision facilities to improve the Making instructional program

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. Engage teachers in sustained discourse whereby, as colleagues, teachers can define what student learning should like.

2.

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.

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

Chief Learning Officer

Supervisionary Culture builder

Direction Setter

Instructional Facilitative learning Teacher

Heroic Leader

Valuesled

Practicing Teacher