Not exact matches
We set
goals for how much time I would spend on
instructional leadership.
Helping administrators learn about, and apply,
instructional leadership is the
goal of the New York City - based Lila Wallace - Readers Digest Fund, which funded the Denver
leadership project with a grant of $ 42,000.
«They're learning how to maneuver through schools» bureaucracies and how to enlist administrators into their
goal of developing
instructional — not necessarily administrative —
leadership roles for our finest teachers,» she says.
One important
goal included building
leadership by identifying roles and styles required to improve the «
instructional core»; considering beliefs, cultural changes, and education strategies to promote high student achievement; reflecting on the effects of race, class, and culture within the district.
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 a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important
instructional goal;
leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.
The DC / CS collaborates with the
instructional leadership team to promote the delivery of the NYS - aligned written curriculum in support of the charter's vision, mission, and
goals.
The Teacher
Leadership Program trains teacher - leaders in peer coaching and
instructional leadership (such as
goal - setting and problem - solving).
Identifying
instructional leadership as a high - need area, McCoy - Mitti began a twice - monthly, one - hour lesson - tuning showcase in which teachers meet with the
leadership teams to look critically at lessons to ensure that activities align with
goals and include critical thinking and multiple assessments.
Implement with strong district and building
leadership, high - quality instruction in every classroom through a highly coherent, child - centered
instructional model where students meet their self - determined academic and personal
goals to their highest potential.
He focuses on creating a pipeline for
leadership, supervising administrative and
instructional personnel, establishing a clear vision for the organization's mission and
goals, and branding the new charter management organization.
The
instructional technology department provides
leadership, instruction, and guidance to the Milwaukee Public Schools community in using technology efficiently and effectively to achieve district
goals.
The Office of Academics is responsible for the development and
leadership of the district's academic
goals and policies, directing the
instructional program pre-K to grade 12 across all content areas and special programs, and it engages constituent groups, teachers, principals, other staff, parents, and community in the ongoing process of educational reform, curriculum planning and implementation, and program development.
Through a three - day professional development boot camp, school leaders — including principals, assistant principals, coaches, and teacher leaders — learn how to launch an
instructional leadership team in order to successfully devise, launch, and execute on school improvement
goals.
To meet the
goal of supporting school - based administrators and teacher leaders in their
instructional leadership roles, Christina School District's professional development team turned to ASCD and their customizable and sustainable Capacity - Building solution.
Other recommendations to retain teachers include providing strong
instructional leadership through coaching and practicing reciprocal accountability through support and progress to
goals.
These
goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of
instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.
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.
Instructional Leadership and Management Oversee Lead Teachers and Content Leads to implement a standardized, schoolwide framework, approach, and system for MWA instruction, formal feedback, and instructional competency framework Continuously improve, refine, and ensure fidelity to the formal feedback and evaluation process Serve as the lead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Dire
Instructional Leadership and Management Oversee Lead Teachers and Content Leads to implement a standardized, schoolwide framework, approach, and system for MWA instruction, formal feedback, and
instructional competency framework Continuously improve, refine, and ensure fidelity to the formal feedback and evaluation process Serve as the lead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Dire
instructional competency framework Continuously improve, refine, and ensure fidelity to the formal feedback and evaluation process Serve as the lead, along with the Division Directors, to develop, lead, and deliver site - based professional development to the MWA faculty Develop and monitor individualized professional development plans for all faculty — including informal classroom observations, scheduled classroom observations, teacher meetings, and formal observations Analyze and report out
instructional data and progress toward instructional goals to leadership stakeholders (CEO, Division Dire
instructional data and progress toward
instructional goals to leadership stakeholders (CEO, Division Dire
instructional goals to
leadership stakeholders (CEO, Division Directors, Board)
· In collaboration with the school
leadership team, principal and other
instructional / culture and climate coaches, the individual will identify their buildings» student achievement
goals that will be the focus of the
instructional coach engages in.
● 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
Education service centers (ESCs) are participating in professional development at three of the hubs with the
goal of eventually developing a statewide model of
instructional leadership that can be deployed regionally.
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.
● Six years of experience in educational
leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around
instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious
goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree
Another 300 teachers joined the TLI in 2014.55 All participating teachers learn skills associated with three kinds of
leadership:
instructional leadership, or how teacher leaders can improve the systems that support teachers and students within schools and districts; policy
leadership, or how teacher leaders can influence policymakers at local, state, and national levels; and association
leadership, or how teacher leaders can advance the
goals of their local and national unions.56 When they return to their districts, these teacher leaders work to address
leadership challenges that they identified through their training.
Along with the focus on
leadership and communications and the expansion of the digital learning team, the district also is making strategic investments in digital devices across the district that best align with the
instructional goals and learning needs of each grade level.
With its waiver request, CORE seeks a new system of accountability based on four
goals: (1) expectations of college and career readiness for all students, (2) an emphasis on capacity - building over accountability, (3) fostering of intrinsic motivation for change, and (4) targeted capacity - building for
instructional and
leadership effectiveness.
Fellows will have access to a comprehensive menu of services and support including
instructional coaching, professional development, mentorship, and
leadership development conferences that position teachers to attain their educational
goals as leaders in their field.
While the value of teacher
leadership for teachers» professionalization and retention should not be discounted (York - Barr & Duke, 2004), our findings suggest that
instructional coaches who are accountable to principals may too often be asked to attend to duties unrelated to supporting teachers»
instructional improvement, even when principals themselves highly value this
goal.
No
instructional strategy can compensate for a teacher who lacks proficiency in his content area, is unclear about learning
goals, plans an unfocused activity, or does not possess the
leadership and management skills to orchestrate effective classroom functioning.
This year's cadre of teacher leaders will support their campuses»
goals through excellent instruction in their own classrooms and excellent
instructional leadership in their schools..
The Summer
Leadership Institute focused on helping principals, superintendents and other central office leaders improve their
instructional leadership practice and learn new ways to inspire growth in others, while offering new ideas and insights for transforming traditional professional learning with the ultimate
goal of providing equity for all students.
Their investigation revealed a core set of
leadership functions reported by many of the superintendents, including: setting
goals and establishing standards; selecting staff; supervising and evaluating staff; establishing an
instructional and curricular focus; ensuring consistency in curriculum and instruction; and monitoring curriculum and instruction.
«Research shows that establishing paths for
instructional leadership helps create a sense of collective responsibility for improving teaching and achieving other school
goals,» Laura Varlas states in ASCD's Infobrief, «Highly Effective Teachers: Defining, Rewarding, Supporting, and Expanding Their Roles.»
Our ultimate
goal is to create that hiring pool, and we have the confidence that all of the people who complete Aspiring Leaders will have the baseline knowledge of those key
instructional leadership principles that the University of Washington's Center for Educational
Leadership builds its program on,» said Marjorie Taylor, Executive Director of The Orchard Foundation.