Not exact matches
«In Singapore, the demand
on school
leaders to be
effective instructional leaders is very high — schools have the autonomy to explore innovative teaching approaches, and tailor curriculum to meet the needs of students,» says master's student Haslinda Zamani.
Teachers received a single - page handout
on the seven qualities of
effective schools: nuggets such as «the climate of an
effective school is NOT OPPRESSIVE,» «the principal acts as an
instructional leader,» and
effective schools offer the «opportunity to learn and student time
on task.»
As one practitioner explained, «A teacher
leader can still focus
on helping teachers modify what they have to be much more
effective, and work with teachers
on using an
instructional model in which to frame their teaching.»
Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for
effective teachers who take
on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most
effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher
leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based
on effectiveness.
In this third webinar
on the 4 Dimensions of
Instructional Leadership ™, school
leaders learn how to establish rigorous expectations for every student while responding to individual student's needs as well as the diversity of students in the school by creating
effective systems of collaboration.
Much current research about
instructional leadership is focused
on distributed leadership125 or
on the
leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by
effective teachers have been under - researched.
According to interview data, elementary school teachers and principals characterize high - scoring principals that are
effective instructional leaders as having a hands -
on, direct role in
instructional operations.
There is some evidence that teacher
leaders provided more
effective instructional support to teams that were focused
on specific subject areas than to teams with an interdisciplinary focus.
She coaches school
leaders and leadership teams to develop
effective instructional practices focused
on student achievement, to create systems for organizational effectiveness in management and to create coherence within school districts and schools.
Dr. Todd Whitaker Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation
on the habits of great
leaders, what makes them
effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology,
instructional improvement, and more.
Match has offered a variety of workshops for
instructional leaders and leadership teams
on effective strategies for coaching teachers.
Todd Whitaker, best - selling author of What Great Teachers Do Differently, will deliver a dynamic keynote presentation
on the habits of great
leaders, what makes them
effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology,
instructional improvement, and more.
Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school
leaders have a shared vision and common language
on both the definition of
instructional leadership and the description of
effective instructional leadership behaviors.
At McREL International, Cheryl trains and coaches K - 12 teachers and school
leaders on effective instructional strategies, problem - based learning, classroom technology, teacher coaching, English - language - learner supports, and creating engaging school cultures and climates.
Strong
instructional leaders are constantly reflecting
on their practice, grounding their practice in research, and working to improve and streamline their practice to be more
effective in their impact
on student learning.
Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business
leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business
leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business
leaders to implement e-learning design projects in a consistent way • Stay up - to - date
on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants,
instructional designers and business
leaders where appropriate to create user instructions, FAQs, and other documentation that support
effective use of the LMS.
Using feedback
on the fly can be even more
effective with teachers who are struggling; however, the key to success in this situation is the relationship the
instructional leader has built with the struggling teacher before embarking
on this journey.
John Hattie's research
on Effective Learning recognizes the critical importance of a capable
instructional leader, not just a capable administrator.
Effective leaders set a vision for practice excellence and are intentionally focused
on instructional quality and the systematic support of teachers.
We worked with Buffalo Public Schools (NY) to develop and implement a professional learning initiative that builds the capacity of the district to assess, develop and support school
leaders as
effective instructional leaders and managers of teacher talent with an unrelenting focus
on priority and focus schools.
As a network, this means ensuring that our school
leaders are receiving the development necessary to be
effective instructional leaders who coach and support our teachers — the people making the biggest impact
on our students and families,» said Hope Evans, Director of Leadership Development at Alpha Public Schools in East San José, Calif. «Through Relay, we've been able to create a systematic approach to developing
leaders, and as a result, our school
leaders are better prepared to tackle more of the unique challenges at their school site.»
In responding to demands that they focus sharply
on improving their teachers «
instructional capacities, school and district
leaders should not overlook the influence they can have
on classroom practice by continuing efforts to motivate their teachers, and to align their teachers «work settings with what is known about
effective instructional practice.
In 2015, following the publication of Leading Pre-K — 3 Learning Communities, NAESP developed the first nationwide blended professional learning program to provide principals and other
leaders with a job - embedded, sustained, and
on - going professional learning experience focused
on mastering
effective instructional leadership practices that are developmentally - appropriate.
Functions The teacher
leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based
on observation of instruction, student work, and assessment data and helps make connections to research - based
effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team
leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available
on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes
instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
Based
on the research and experiences from the field, it is evident that without
effective leaders who are able to focus
on instruction and
instructional leadership, meeting the needs of all students remains out of reach.