Teachers
are the instructional leaders of their classrooms.
NASSP recognizes that school administrators
are the instructional leaders of the school and as such should be experts in instruction and in assessing and enhancing the instructional performance of their staff as evidenced by student performance.
In reading books on the principalship, perusing job descriptions, or listening to superintendents talk about the role building leaders should play, I find a pervasive assumption that a principal must
be the instructional leader of the school.
School principals are expected to
be the instructional leaders of their buildings.
Not exact matches
The inaugural 2017 awards
were presented to:
Instructional Leadership: Susan McCarthy, CCSD Assistant Superintendent
of Educational Programs
Instructional Excellence: Heather Phillips, Dean Rusk Middle School teacher
Instructional Support: Sandi Adams, CCSD Technology Project Specialist
Instructional Advocacy: Lisa - Marie Haygood, longtime PTA volunteer and
leader
I would also
be remiss if I didn't also mention some
of the other thought
leaders such as Karl M. Kapp (Professor
of Instructional Technology, Bloomsburg University), Cathy Moore (Training Design Consultant), and Jane Hart (Founder - Centre for Learning and Performance Technologies) to name a few.
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.
All
leaders, regardless
of role, should
be working at the improvement
of instructional practice and performance, rather than working to shield their institutions from outside interference.
Murphy imagines a hypothetical model program called Administrative
Leaders for Learning — ALL for short — that would
be organized to spotlight and connect three overlapping domains
of knowledge:
instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters
of leadership and management.
Teams can
be comprised
of district or school staff, including classroom teachers,
instructional leaders, teacher
leaders, and administrators
Engaging with all parties involved, and keeping them updated along the way also ensures it
's an ongoing development; the Association
of School and College
Leaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or instructional l
Leaders (ASCL) suggests that the approach should come from the bottom up, starting at practitioner level, followed by peer review and then signed off by the SLT or
instructional leadersleaders.
We help them see which
of their daily activities add value to their role as an
instructional leader, which jobs
are necessary, and which
are a waste
of time.
This special report examines how educators and policymakers
are cultivating principals who can
be the kind
of political, managerial, and
instructional leaders the profession now demands.
A key to Bright Vale's success
was the quality
of its
instructional leader.
We help principals see which
of their daily activities add value to their role as an
instructional leader, which jobs
are necessary, and which
are a waste
of time, she said.
Teams
of directors,
leaders, and those who
are responsible for directly supporting teachers in their work, such as
instructional coaches, supervisors, or teachers who take on leadership roles
DeRose emphasized the importance
of instructional leaders being part
of the action.
Political
leaders in Florida, including Gov. Robert Graham,
are moving to carry out an unusual mandate contained in a major state education bill that calls for the creation
of an interstate consortium «to enhance the quality
of instructional materials.»
«Although there
are efforts to create teams
of teachers to improve teaching and learning in schools, only recently has there
been a broad effort to appoint expert teachers as
instructional coaches or teacher
leaders,» Johnson says.
Teams can
be comprised
of classroom teachers,
instructional leaders, school
leaders, administrators, and other educators in a variety
of settings (e.g. museums, after - school programs, and other informal learning contexts, etc.).
In the area
of school leadership, Shanghai explicitly expects its principals to
be strong
instructional leaders.
«The role
of principals has changed so dramaticallybeing a managerial and an
instructional leader requires so much time, it
's impossible for one person to do it all.»
«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.
She
is an accomplished
leader,
instructional designer and trainer with expertise in managing projects in promotion
of on - site and online education programs.
In some schools, principals
are passing off many
of the managerial responsibilities or
instructional leader duties to teachers, who then get paid a stipend, according to Dr. Ferrandino.
She saw close - up the staggering array
of skills requisite in a successful principal, from managing a multimillion - dollar budget, to
being an
instructional leader, to working with parents and community members.
Public school
leaders throughout the United States
are approaching consensus about what it takes to educate all students well: more class time, smaller schools, a college preparatory curriculum,
instructional coaching for teachers, and utilization
of data to understand student needs.
In 2013/2014, Agile
Instructional Design gained a lot of momentum among instructional designers and industry leaders like eLearning Industry, and why not, the Agile process was developed with optimization, speed, and efficiency in mind, something most traditional university design teams could seriously stand
Instructional Design gained a lot
of momentum among
instructional designers and industry leaders like eLearning Industry, and why not, the Agile process was developed with optimization, speed, and efficiency in mind, something most traditional university design teams could seriously stand
instructional designers and industry
leaders like eLearning Industry, and why not, the Agile process
was developed with optimization, speed, and efficiency in mind, something most traditional university design teams could seriously stand to consider.
I will develop myself to
be that kind
of instructional leader I believe we need more
of throughout our school systems.
Most school principals, for example, know they need to reconstruct their work roles from
being «plant managers» to «
leaders of instructional improvement,» and, in our experience, most
of them want to, too.
So, in addition to the commitment to
be in classrooms more, and
be more
of an
instructional leader, one principal may also have a commitment (without realizing it) to
be known to the teachers as a principal who
is available to them 24/7, or to not finding out about things I don't want to have to deal with, or even to not having my teachers discover I know nothing about high school math.
«My experiences as a junior college teacher (grade 12) in Singapore, as well as my interaction with
leaders within the Ministry
of Education as a preschool education officer, helped shape my belief that
instructional leaders are not merely those with a vision for the future but those who also remain rooted in ground realities,» says Suet Ling Juliet Chia.
«A skillful
instructional leader identifies the learning styles
of the group but
is flexible in adapting to individual needs through customized content.
Principals
are now viewed as the primary
instructional leader of the school and
are held ultimately responsible for student achievement.
To date, our work using the distributed perspective has demonstrated the ways that
leaders co-construct leadership activity, how leadership practice connects and fails to connect with
instructional change, why teachers heed or ignore the guidance
of school
leaders, and how leadership
is practiced differently in different school subjects (e.g. mathematics versus language arts).
Schools should seize this window
of transition — when it
is safest for teachers to ask for help (and for
instructional leaders to offer it)-- to completely reinvent the teacher evaluation process.
But to
be more
of an
instructional leader, you have to learn what the kids
are learning.
We agree that more must
be done to maximize the value
of National Board Certified Teachers (NBCTs) as
instructional leaders in schools, particularly in high - needs schools.
And then once it begins to grow, your job as a principal
is to provide what it
is that they
're asking for, because before you know it, you have a school full
of instructional leaders, and your
instructional leaders have to
be those folks that
are in the classroom, knowing what kind
of tools they need to do the job that they do everyday.»
Instructional leadership (practices that involve the planning, evaluation and improvement
of teaching and learning) and distributed leadership (a reflection
of leadership
being shown by the principal, but also
of others acting as
leaders in school)
are seen as conducive to student learning.
Its important for community
leaders to see how the leadership role
of the principal has changed [since they
were in school] and how
instructional delivery has changed to meet the needs
of all students.»
The Better Math Teaching Network (BMTN)
is a networked improvement community
of researchers, teachers, and
instructional leaders from New England who
are working toward the common goal
of increasing the number
of students who
are deeply and actively engaged in understanding algebra.
But when
leaders can provide a frame that
's focused on instruction and say «listen, all forms
of evidence
are useful here, what we want you to do
is anchor your
instructional decisions in evidence, and talk about instruction and use that evidence to think about student thinking... what do we really know about student learning in this context?»
K - 12 Educators: HGSE's K - 12 Professional Education programs
are crafted for a broad cross section
of stakeholders and include portfolios for district and systems - level
leaders, current and aspiring school
leaders, and teachers and
instructional leaders.
So, we'll find schools where
leaders are very much focused around accountability data that they
're developing... that
are administered from the outside, and that provides one kind
of frame, but that accountability frame tends not to
be useful for
instructional improvement.
Educating
instructional leaders who will have the capacity, skills, and knowledge to create and sustain K - 12 charter, district, and pilot schools that foster the learning and well -
being of all children.
The resource provided here
is distinctive in the way it addresses the dual roles
of the principal — as
instructional and managerial
leader — in a format that
is designed both for individual reflection and growth and for discussion in peer groups and mentoring support.
Each program
is tailored to meet specific needs described by the client, and uses the same
instructional methodologies, curricula, and expert faculty that have established the Harvard Graduate School
of Education as a world - class provider
of professional development for education
leaders and practitioners.
As
instructional leaders we thus must get beyond the glitz and flash
of the technology — which may mask a lack
of cognitive depth — and instead critically interrogate how our learning technologies
are being used.
As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school
instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I
am eager to learn more about three aspects
of Finnish education: