Sentences with phrase «instructional leadership actions»

Data from the teacher interviews reveals, however, that instructional leadership actions at the secondary school level are generally not happening.

Not exact matches

Like successful business executives, winning coaches, and triumphant politicians, good school leaders have traditionally been viewed as standouts — not because of their expertise in instructional practice (which, after all, is what their business is all about), but because of their individual character traits and actions, «in the heroic American tradition of charismatic leadership,» exlains Elmore.

This new style, that we call «leadership for learning», supports instructional quality at the same time that it takes actions to involve other stakeholders in school decisions.

If you wish to see a highly effective example of «instructional leadership» in action, contact MIchelle Granland at Fountain Gate Primary School.

Here are starter questions for the first four - week check - in conversation of instructional coaches and building administrators: What leadership actions have we purposefully taken in this first month to communicate, initiate, and support the changes needed in staff to gain our needed changes in student learning production behaviors?

The theory of action shaping this investigation is based on the belief that high quality instructional leadership and high quality classroom instruction are linked, and together they impact students «learning.

While public policy and community opinion increasingly put pressure on principals to improve student performance, it is equally important to expect that principals also take actions that support instructional and shared leadership which lead to improved student learning.

Here, similar to the procedure we followed in Section 1.4, we approach the identification of effective leadership practices using grounded theory to explore the perceptions of teachers and the actions of principals around instructional improvement.

Districts should expect principals to take targeted action aimed at implementing instructional leadership within each school.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

Organized into three action areas, this framework - when taken in total and well executed - should create dramatic improvements in a principal's instructional leadership practice.

Insight in action At the onset of a district effort to identify teachers leaders in each school, one middle school principal dedicated half of the school year to increasing understanding of teacher leadership and its importance among the school's entire instructional staff.

Evidence related to instructional monitoring and feedback is reviewed and discussed which include «Action - Items» for the assistant principal to complete in regard to best instructional leadership practices.

This analysis relies on previous findings about sets of ideas and associated actions in the institutional environment, or the logics of instructional leadership.

Open statewide, Leadershops illustrate the HOT Schools APPROACH to teaching and learning in action, and provide instructional practice for educators to implement components of the HOT APPROACH in their school or site, while concurrently building leadership skills in presenting teachers.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The administrative leadership in JCPS created «Shaping the Way We Learn, Teach and Lead» in order to communicate to faculty, staff and the larger community how the district's vision can be realized through the coherence of its theory of action, goals and strategies, core competencies for staff, and classroom instructional framework.

The tools — Readiness Assessment, Creating Your Theory of Action, and Principal Instructional Leadership — are based on Dr. Honig's research and CEL's experience helping districts across the country improve how their central office leaders support better instructionaInstructional Leadership — are based on Dr. Honig's research and CEL's experience helping districts across the country improve how their central office leaders support better instructionalinstructional leadership.

The Task Force works to ensure awareness of the requirements, identify and recommend needed state education leadership action, assist in adoption of instructional materials by the state, and build supporting partnerships.

The day is designed to illustrate the HOT Approach to teaching and learning in action, provide instructional practice for educators immediately actionable in their school or site, while concurrently building collaborative practices and leadership skills.

In successful schools, teacher leadership developed when teachers were given ample opportunities to make decisions about teaching and learning, when they collaboratively engaged in action research to discover instructional practices that improved student achievement, and when they developed such internal leadership structures as team teaching and mentoring new teachers.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Intensive leadership development seminars prompt critical leadership conversations and actions around staff capacity, talent management, instructional change, data - informed decisions, parent engagement, and building structures to ensure sustained success.