Sentences with phrase «instructional leadership time»

Guided by tools such as a high - tech calendar that charts the time the principal is spending with teachers and others, the SAM or SAM team meets regularly with the principal to schedule instructional leadership time, reflect on whether and how changes in time allocations are affecting instruction, and designate other school staff members to tend to busing or other matters that don't need to be handled in most cases by the principal.

Have the secretary input parent meetings, teacher meetings, and walkthrough times during the week, avoiding instructional leadership times.

Not exact matches

There are many other factors to consider, such as administrators making time to visit classrooms, capable instructional leadership, clear expectations and common language around school or district initiatives, creating a culture of risk taking, etc..

The approaches used by Denver schools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growth years.

That certainly speaks to the value and importance of setting aside chunks of time to engage in active instructional leadership.

We set goals for how much time I would spend on instructional leadership.

Last year, Poores first in four years without a SAM, he spent 50 percent of his time on instructional leadership.

This new strand came at the perfect time, as Boles, along with Professor Susan Moore Johnson and Senior Lecturer Katherine Merseth, recognized a lack of focus in education on instructional leadership.

At the same time, Envision reset expectations for instructional leadership among principals supported by new professional development and tools developed by the instructional leadership team.

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.

Of course, streamlining the planning process also saves admins a ton of time — freeing them up to spend more time on instructional leadership, parent communication, and student support.

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.

For a time, «transformational leadership» — which goes back to James McGregor Burns» work on how some leaders «engage with staff in ways that inspired them to new levels of energy, commitment and moral purpose» [9]-- became prominent and instructional leadership was relegated, and to some degree discounted as outdated, as noted in the previous chapter.

Here are a few examples of what we've heard from principals: to get better at leading an improvement process that is relentlessly focused on just a few critical priorities; to make instructional leadership the center of my work as principal and limit the time and energy that I spend on peripherals; to be a better listener; to being more patient; to communicate my expectations more clearly; to get better at holding others accountable; to get better at having courageous conversations.

In the interviews, secondary school principals repeatedly said that there was not enough time in the day to complete all their responsibilities, and they told us directly that instructional leadership «gets placed on the back burner.»

• Schools nationwide, especially those in rural areas, are wrestling with personnel and leadership changes driven by the program's requirements, along with a mandate to add extra time to the instructional day.

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.

Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.

The webinar, jointly sponsored by UCEA and the Wallace Foundation in collaboration with NASSP and NAESP, features a new Wallace Foundation Report, «Making Time for Instructional Leadership» as well as two celebrated principals who will discuss strategies they use to implement instructional leadership behaviors in their schools and lessons they learned for overcoming the obstacles that limit time spent on instructional leadersTime for Instructional Leadership» as well as two celebrated principals who will discuss strategies they use to implement instructional leadership behaviors in their schools and lessons they learned for overcoming the obstacles that limit time spent on instructionaInstructional Leadership» as well as two celebrated principals who will discuss strategies they use to implement instructional leadership behaviors in their schools and lessons they learned for overcoming the obstacles that limit time spent on instructionainstructional leadership behaviors in their schools and lessons they learned for overcoming the obstacles that limit time spent on instructional leaderstime spent on instructionalinstructional leadership.

At no other time in the history of education do we have such a powerful opportunity — given federal policies such as Race to the Top and now ESSA — to redefine instructional leadership in our schools and focus on how and

As I shared in a thought leadership presentation at the summit, teachers spend the vast majority of their instructional time as the only adult in a classroom full of students, so evaluating their performance is an ongoing challenge.

Researchers have identified a number of workplace conditions associated with teachers» decisions to stay or leave, including the quality of instructional leadership, school culture, collegial relationships, time for collaboration and planning, teachers» decision - making power, experiences with professional development, facilities, parental support, and resources.For a comprehensive review, see Simon, N. S., & Johnson, S. M. (2015).

Robbins and Alvy guide the reader through important concepts and practices, including instructional leadership, data - driven decision making, differentiated supervision, professional development, crisis intervention, and time management.

Although today's principals have neither the time nor the expertise to be the instructional leader in the traditional sense — by knowing the most — we can exercise instructional leadership just as powerfully through facilitating teachers» learning.

They provide facilitation, training, support, and time for weekly collaborative work by teachers by inter-disciplinary team and by subject - area and create professional development sequences that build teacher / staff instructional, leadership, and cultural competency skills.

At the same time, although the principal can not be the example and end - all of everything, so much research does support a building principal making a strong impact on student learning when he / she is the instructional leader (a «master» teacher who knows pedagogy well and can participate as a «master» teacher in a shared leadership approach leading, learning, and working cooperatively).

Some school characteristics were associated with variations in the amount of time principals devoted to instructional leadership.

While «smallness» is not an end in itself, it does help create conditions for student success by fostering a shared vision, shared leadership, a professional collaborative culture, and structured time for teachers to talk about instructional practice, as well as time to visit each others» classrooms (Louis & Kruse, 1995).

As to the primary question of the study, time spent on instructional leadership was NOT associated with student learning outcomes.

As a part of the Wallace Foundation's Principal Pipeline Initiative, GLISI helped participating principals prepare a guide based on their own best practices, as well as those from experts in the field, to create a roadmap by principals for principals with concrete strategies and recommendations for focusing principals» time on instructional leadership for the benefit...

Traditionally teachers have left the classroom to assume an instructional leadership role, but recent developments have shown us that teachers can remain in the classroom, either full or part - time, and also influence positively classroom, school, district and professional practices.

Depending on the model developed in their district, teachers have the chance to assume one of several possible leadership positions, such as: model teacher, who allows other teachers to observe his or her classroom; lead teacher, who dedicates 50 percent of his or her time to coaching, mentoring, and evaluating other teachers; mentor teacher; instructional coach; curriculum teacher leader; or professional development teacher leader.

Winners are selected by other superintendents in their district who consider the qualifications and accomplishments of area colleagues and their instructional leadership during a time of limited resources.

It also took a three - pronged approach to peer observation, giving teachers opportunities to observe instructional practices through leadership rounds, peer visitation, and real - time coaching sessions.

Principals who report spending the most time on instructional leadership also say that they have access to timely and accurate student data, professional development through their district and autonomy in decision - making.

RAND was not able to determine conclusively whether greater policy cohesion led to more time spent on instructional leadership in the sites studied.

Real - life examples, practical tools, and strategies for managing time and energy demands will help you build your leadership capacity as you raise the level of instructional excellence throughout your school.

By ensuring the Critical Success Factors of teacher quality, effective leadership, data driven instructional decisions, productive community and parent involvement, efficient use of learning time and maintaining a positive school climate, campuses can increase performance for all students.

«Putting in place new leadership and a majority of new staff, new governance, and improved instructional programs, and providing the school with flexibilities such as the ability to select staff, control its budget, and expand student learning time.»

What is particularly lacking at this time is representation from educators relatively new to the profession who demonstrate unusual instructional and leadership ability.

While these assumptions have an attractive ring to them, they rest on shaky ground, at best; the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers.17 Importantly, the few well - developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms — responsibilities touching on vision, organizational culture, and the like.18

Delta State overhauled its program to focus on instructional leadership, featuring a full - time internship and financial support so teachers can spend a year preparing to become principals who can transform schools in a poor, mostly rural region.

Yet the most recent research shows that principals spend an average of 8 to 17 percent of their time (Jerald, 2012), or three to five hours per week (Supovitz & May, 2011), in instructional leadership activities.

The Seattle Times featured CEL's learning walkthroughs as a promising strategy for improving instructional leadership.

So rather than give Bridgeport's students the opportunity to review and prepare for the tests that actually matter (the exams that translate into grades), Bridgeport's corporate school leadership will be eliminating that critical instructional time so that students can take a standardized test similar to the one they took only ninety days ago.

When adjusting for enrollment and inflation, school funding has been cut in the following areas since leadership of the General Assembly switched hands in 2010 (a time period in which the state was already struggling to find resources as a result of the Great Recession): classroom teachers, instructional support personnel (counselors, nurses, librarians, etc.), school building administrators (principals and assistant principals), teacher assistants, transportation, low wealth schools, disadvantaged students, central office, limited English proficiency, academically gifted, small counties, driver training, and school technology.

In this third dimension of instructional leadership, principals have many resources allocated to them (e.g., time, money, technology, space, materials, and expertise).

«Transformer» principals are able to focus squarely on instructional leadership in their work, whereas «coper» principals often have a hard time fitting instructional leadership into a busy day.

Demonstrate excellent communication, development of Student Affairs, organizational efficiencies, time management, and providing instructional leadership.