Sentences with phrase «on being an instructional leader»

Not exact matches

As instructional leaders it is imperative, no, CRUCIAL, that we begin to have real conversations on how the school environment is playing a role on planning lessons.

Consult your department chair, team leader, or instructional coach for constructive advice and counsel — they might be able to mediate, make suggestions, transform your collaborative model, and help your team get back on track.

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.

In the past, administrations emphasised school management; tomorrow the focus needs to be on instructional leadership, with leaders supporting, evaluating and developing high - quality teachers, and designing innovative learning environments.

«It has never been more crucial than it is now for principals to be true instructional leaders in their buildings, and at the same time there have never been more paperwork requirements piled on.»

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

Enthusiasts concentrated on designing instructional materials, consulting with states and districts, and training leaders and teachers, seemingly presuming that the public knew what they were up to and supported their effort.

«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.

With that being said, I have spent the last few years focusing a great deal on my work as an instructional leader within my role as school - based principal, and now as division principal.

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?»

Team members invited by directors and leaders — those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles

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.»

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.

But the shift to a greater emphasis on the instructional role of leaders should be paramount.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

The pieces of research that district leaders named as useful were most often books, research or policy reports, or journal articles focused on instructional practices.

In addition to examining the intersection of race and educational policy, Diamond also has written about «distributed leadership» — a way of understanding how multiple actors are involved in leadership and how leaders have an impact on instructional practice.

Superintendents are expected to be instructional leaders with new ideas; school boards are challenged to satisfy disparate interest groups asking for more programs; and union leaders often advocate for their membership without considering impacts on other stakeholders.

As one practitioner explained, «A teacher leader can still focus on helping teachers modify what they have to be much more effective, and work with teachers on using an instructional model in which to frame their teaching.»

Much has been written about the importance of the principal as an instructional leader.124 Often, however, this scholarship is markedly theoretical or vague (not the same things), failing to reflect the messiness of what principals do on a day - to - day basis.

She is a strong instructional leader and collaborates with staff on best practices to enhance all of our learners.

Instructional leaders are often so focused on supporting the development of teacher practice that they forget to check if their work has an impact on students.

This second installment of our webinar series on the 4 Dimensions of Instructional Leadership ™, helps school leaders understand why it is so important to have a rationale behind the strategies they choose and how to help school staff articulate the thinking behind their decisions.

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.

As full implementation of both the teacher and principal evaluation systems looms for September 2013, it is imperative that boards of education, district leaders, and the DOE ensure that principals and teachers have a viable curriculum based on the Common Core Standards; valid and reliable assessment tools to measure growth in every subject area (tested and nontested); and time to work in professional teams to set growth targets, analyze data, and provide the appropriate instructional interventions for every student.

NLC attendees urged congressional leaders to work with their states and districts to make sure that there is a clear understanding of the law, which encourages states to make a strong investment in the principal pipeline — or programs to support aspiring and early career principals — as well as provide on - going support for instructional leadership.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

In each of the fourteen studies, demonstration lesson or modeling was investigated as part of a set of teacher leader instructional support strategies and not focused on the unique contribution of demonstration lesson or modeling as a specific strategy.

«Early on, I was not clear that, as an instructional leader, I had to get out of the office and walk away from what I perceived as «priority emergencies.

According to interview data, elementary school teachers and principals characterize high - scoring principals that are effective instructional leaders as having a hands - on, direct role in instructional operations.

As described by one MSP leader, lesson planning «should be undertaken by teacher leaders and teachers for the purpose of improving instructional practice, meaning that there needs to be thoughtful and cumulative reflection on lesson goals and strategies (and not a «show and tell» mentality to showcase best lessons).»

Three studies reported that instructional support by teacher leaders, including lesson planning, was linked to improved student learning on annual state standardized tests in mathematics (Balfanz et al., 2006; Weaver & Dick, 2009) and science (Ruby, 2006).

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

We believe that the degree to which central office leaders understand and practice this level of joint work is the extent to which they can seize on these important reciprocal relationships to improve instructional practice and student learning.

The twenty seven studies described above were part of a more inclusive review of research on teacher leaders» practices designed to provide instructional support to teachers.

The thirty one studies described above were part of a more inclusive review of research on teacher leaders» practices designed to provide instructional support to teachers.

The other education leaders who contributed to this issue of Principal magazine echo Gilpin's student - centered approach as they reflect on next generation learning and the instructional leadership that is needed to guide it.

In a review of the empirical literature on teacher leadership, nine studies were identified that included findings related to teacher leaders providing instructional support through lesson planning.

First, despite findings from existing and emerging research for educational effectiveness in terms of instructional effectiveness and its impact on teaching and learning, there is a disturbing level of ignorance among school leaders and teachers at all levels of educational provision related to what works and why — especially as they relate to the teaching of literacy and numeracy.

Additional research is needed on how teacher leader preparation programs impact teacher leader support of instructional materials implementation.

There is some evidence that teacher leaders provided more effective instructional support to teams that were focused on specific subject areas than to teams with an interdisciplinary focus.

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction - related struggles — ultimately, leading to a change in instructional practice.

The kind that focuses in on those areas they need most like technology integration, understanding innovation can be part of learning and how to be a coach and instructional leader rather than a manager.

They are instructional leaders who reflect on their own practice, help teachers reflect on theirs, and ensure educators have the support and coaching they need to help students meet high expectations.

The competencies are designed on the premise that today's leaders are shifting the system from an instructional - centered paradigm to a learner - centered paradigm.

They are the elements that you have to be «tight» on as the instructional leader.

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.

NACA Leadership Fellows work closely with the NACA Fellowship Team and are placed on charter school design teams of three, in the following roles: (1) Instructional Leader, (2) Operations Leader, and (3) Community Engagement Specialist.

Leaders today are required to be both good administrators and good instructional leaders who focus intently on teaching and leLeaders today are required to be both good administrators and good instructional leaders who focus intently on teaching and leleaders who focus intently on teaching and learning.