Not exact matches
«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.
Candidate Impact Through Partnership: How District Central Offices Can Foster Principals» Development as
Effective Instructional Leaders Through Systems
of Support, Development, and Accountability Friday, April 14, 2:00 - 3:00 p.m., Gutman Conference Center, Area 3
Teachers received a single - page handout on the seven qualities
of effective schools: nuggets such as «the climate
of an
effective school is NOT OPPRESSIVE,» «the principal acts as an
instructional leader,» and
effective schools offer the «opportunity to learn and student time on task.»
As teachers and
instructional leaders in 44 states and the District
of Columbia immerse themselves in the Common Core State Standards in math, they continue to hunt for
effective resources and
instructional techniques.
Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for
effective teachers who take on
instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most
effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher
leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation
of new salary structures based on effectiveness.
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.
For
effective leadership in an
instructional team setting, experienced practitioners recommended that teacher
leaders decipher the dynamics
of the particular venue to understand the issues that may shape how others receive his / her ideas.
In this third webinar on the 4 Dimensions
of Instructional Leadership ™, school
leaders learn how to establish rigorous expectations for every student while responding to individual student's needs as well as the diversity
of students in the school by creating
effective systems
of collaboration.
We developed the 4 Dimensions
of Instructional Leadership ™ to help principals, principal supervisors and other school
leaders to become more
effective in the improvement
of instruction.
These teams are comprised
of experienced educators with the knowledge to help
leaders and teachers implement
effective instructional practices and improve experiences and outcomes for all students.
In addition to curriculum standardization,
leaders in higher - performing districts were more likely than others to promote and support implementation
of particular
instructional strategies regarded as
effective.
While all studies in this set reported positive effects due to various teacher
leaders practices in support
of the implementation
of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more
effective than other forms
of support.
Developed according to the Standards for Principals through the Colorado Department
of Education and State Board
of Education, our Principal Licensure program is designed to graduate
effective administrators and
instructional leaders.
While teacher
leaders can certainly engage in
effective leadership work without the support
of their principal, the resulting work typically does not lead to either broad or lasting, changes in
instructional practices.
Standard 2: Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success
of all students by promoting a positive school culture, providing an
effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
Dr. Todd Whitaker Todd Whitaker, best - selling author
of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits
of great
leaders, what makes them
effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology,
instructional improvement, and more.
Indiana New Administrator Leadership Academy: The INALI is designed to help beginning administrators become
effective instructional leaders and to quickly and comfortably assume the responsibilities
of building administration.
Match has offered a variety
of workshops for
instructional leaders and leadership teams on
effective strategies for coaching teachers.
As I discussed in my Getting Smart article, Back - to - School Prep for School
Leaders, we know from supporting schools and districts across the nation for the last 17 years that some
of the greatest levers to improving student achievement lie in the school
leader and an
effective Instructional Leadership Team (ILT).
This workshop shares our approach to professional development with the goal
of helping
instructional leaders design and lead professional development that gets teachers practicing the skills
of effective instruction.
Todd Whitaker, best - selling author
of What Great Teachers Do Differently, will deliver a dynamic keynote presentation on the habits
of great
leaders, what makes them
effective, and how to implement strategies that improve principal and educator effectiveness — drawing from his experience with staff motivation, teacher leadership, technology,
instructional improvement, and more.
He is the only school administrator in Illinois to have received his state's highest award as both principal and superintendent, the only high school principal in Illinois designated as an «
Instructional Leader,» the first high school principal in Illinois to be presented the Distinguished Educator Award; and the nation's first principal to be designated as a «Fellow»
of the National Center for
Effective Schools.
Just as it is important for educators in a school district and in individual schools to have a shared vision and a common language around what quality teaching looks and sounds like, it is essential that district and school
leaders have a shared vision and common language on both the definition
of instructional leadership and the description
of effective instructional leadership behaviors.
...
instructional designers and business
leaders where appropriate to create user instructions, FAQs, and other documentation that support
effective use
of the LMS.
At West Aurora, the first step in developing teacher
leaders is building a common and deep understanding
of effective instructional practices.
An important step in developing a system for ongoing improvement is for principals to engage the most
effective teachers in
instructional decision - making, and leverage the talents
of the most
effective teacher
leaders to improve the practice
of other teachers.
In an era
of shrinking professional development budgets, and with research showing that embedded staff development is the most
effective way to grow teachers, video taping our own has allowed not only our
leaders to see themselves as
instructional leaders, but has also enhanced the next generation
of teachers to learn from people they know and trust.
Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business
leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members
of the L&D Team and business
leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business
leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants,
instructional designers and business
leaders where appropriate to create user instructions, FAQs, and other documentation that support
effective use
of the LMS.
John Hattie's research on
Effective Learning recognizes the critical importance
of a capable
instructional leader, not just a capable administrator.
Resources to help principals and school
leaders become more
effective instructional leaders and create schools that provide strong support for teachers to continuously improve their teaching practice — from the Ounce
of Prevention Fund
Effective leaders set a vision for practice excellence and are intentionally focused on
instructional quality and the systematic support
of teachers.
We worked with Buffalo Public Schools (NY) to develop and implement a professional learning initiative that builds the capacity
of the district to assess, develop and support school
leaders as
effective instructional leaders and managers
of teacher talent with an unrelenting focus on priority and focus schools.
2) Capacity Building: We foster growth in teachers as
instructional leaders and in parents as
effective learning partners — instead
of attempting to work around them.
● 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
Instructional coaches, teacher
leaders, peer teachers, and administrators will all play a role in connecting professional learning to teacher evaluation; all will need to become fluent in the language
of effective teaching and help teachers make connections between the feedback they receive and changes to their understanding and skills.
She led the development
of the Leadership Institute, training school principals to become highly
effective instructional leaders.
Effective use
of child, teacher and classroom assessment data can help teachers and educational
leaders target
instructional strategies and resources to achieve desired early learning outcomes.
The Institutes have included sessions by national
leaders in the field
of writing, state
instructional leaders, education service center specialists, National Writing Project teacher consultants, and district representatives, and integrated the Write for Texas Guiding Principles for
Effective Writing Instruction and online materials.
As an
instructional leader, I believe it is my responsibility to have an awareness
of the needs
of my teachers and to find the most
effective ways to share a variety
of best practices to meet their needs.
The Executive Development Program for School
Leaders is the program the academy delivers to help principals meet the new demands of the job as instructional leaders who can help teachers become more eff
Leaders is the program the academy delivers to help principals meet the new demands
of the job as
instructional leaders who can help teachers become more eff
leaders who can help teachers become more
effective.
As a network, this means ensuring that our school
leaders are receiving the development necessary to be
effective instructional leaders who coach and support our teachers — the people making the biggest impact on our students and families,» said Hope Evans, Director
of Leadership Development at Alpha Public Schools in East San José, Calif. «Through Relay, we've been able to create a systematic approach to developing
leaders, and as a result, our school
leaders are better prepared to tackle more
of the unique challenges at their school site.»
In 2015, following the publication
of Leading Pre-K — 3 Learning Communities, NAESP developed the first nationwide blended professional learning program to provide principals and other
leaders with a job - embedded, sustained, and on - going professional learning experience focused on mastering
effective instructional leadership practices that are developmentally - appropriate.
Functions The teacher
leader: a) Facilitates the collection, analysis, and use
of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation
of instruction, student work, and assessment data and helps make connections to research - based
effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team
leader to harness the skills, expertise, and knowledge
of colleagues to address curricular expectations and student learning needs; e) Uses knowledge
of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe
of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes
instructional strategies that address issues
of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus
of instruction.
Based on the research and experiences from the field, it is evident that without
effective leaders who are able to focus on instruction and
instructional leadership, meeting the needs
of all students remains out
of reach.
And third, that every
instructional leader establishes clear expectations for the use
of effective and validated
instructional practices.
[6] Empirical research has consistently established that strong
leaders improve student outcomes through several «avenues
of influence,» including: providing supportive working conditions; increasing teacher motivation; ensuring
effective instructional leadership; developing robust professional communities; and creating supportive school climates.
Ann Hanson, director
of advancing quality, shared how the Ounce has developed Lead Learn Excel ™ to help early education
leaders and organizations establish a culture
of continuous learning and
instructional excellence that promotes ongoing improvement,
effective teaching and better child outcomes.