To this end, we are developing an extensive, research - based suite of tools aimed at supporting central office leaders as they guide and support school principals»
instructional leadership efforts.
Recently, we have seen increasing recognition of the fact that principals often don't have the tools and support to help teachers — shining a light on central offices and their support for principals»
instructional leadership efforts.
Not exact matches
No Child Left Behind is important in the
efforts to continue this progress, and urban districts must continue effective practices that have brought about promising results: high standards, strong and stable
leadership, better teaching, more
instructional time, regular assessments, stronger accountability, extra resources, and efficient operations.
The overall
effort encompassed multiple, core
leadership practices (setting directions, developing capacity, workplace arrangements, managing
instructional program) and multiple
leadership sources associated with the focus on a shared learning goal.
In their
efforts to develop strong programs of
instructional and shared
leadership, high school principals work at a distinct disadvantage compared with elementary school principals.
Many districts consider development of their principals «capacity for
instructional leadership — one of the district conditions included in our measures — to be a cornerstone of their improvement
efforts.
It includes four strands: (1) development of a tool (the «Framework») to guide teachers» design of student learning experiences, (2) enhancement of teachers»
leadership skills (particularly related to sharing
leadership for
instructional improvement), (3) dissemination
efforts that support understanding and use of the Framework across levels of the education system and in all areas of the state, and (4) provision of a platform that provides rural areas in Colorado with easy access to the Framework and extends access to and use of the Framework across the nation and the globe.
Do principals and teachers at different school levels differ in their assessments of principals «
efforts to provide
instructional leadership?
Instructional coaching positions have been added to many school
leadership teams as an
effort to support teacher growth in order to enhance student learning.
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.
Over the past several years, Tennessee has ramped up its teacher
leadership efforts, with both its department of education as well as local and national nonprofits establishing fellowships for classroom experts to support the implementation of college - and career - ready standards and serve as
instructional coaches for colleagues.
The
effort now spans from support for teacher leaders to sitting principals and principal supervisors and accompanied district policies providing greater autonomy to principals and more explicitly focusing the principal's role on
instructional leadership.
A Curriculum Council is an effective means of providing
leadership, coordination, and quality control of curriculum and
instructional improvement
efforts.
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.
eWalkThrough is an efficient, digital system to support district and building leaders in their
efforts to deliver
instructional leadership.
Instructional leadership requires principals to free themselves of bureaucratic tasks and focus their
efforts on improving teaching and learning.
We supported the Consortium of Jewish Day Schools in its
effort to strengthen
instructional leadership capacity of early - career Jewish day school principals, by providing training and access to our
Leadership Performance Planning Worksheet tool.
Huge shifts in pedagogical practice and that takes visionary
leadership and a strong administrative team to...» plan, implement, monitor, and adjust improvement
efforts, as well as to review and align district strategies, policies, protocols, practices, processes, curriculum, instruction, assessment, professional development, and myriad other systems that must work synchronously to meet achievement and
instructional goals.
The Center for Educational Improvement (CEI) is collaborating with educational leaders in Scandinavia to plan and conduct mutually supportive, cross-cultural
efforts that further
instructional leadership and prepare students to engage with the world.
Similarly, we believe skilled
instructional leaders must also link their accounts of their
leadership and of the collective
efforts of teachers to its actual or possible influence on student achievement.