Sentences with phrase «thing instructional leaders»

One important thing instructional leaders can do to support the connection between teacher learning and student results in professional development is to expect outcomes that focus on student results.

Not exact matches

«If they have it in their minds that the principal should be a man who's sixty... this is a very different thing than selecting an instructional leader who's 35, who's female, who might have dreadlocks.

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.

Although building relationships is the most important thing that we can do in our schools, in my opinion being an instructional leader is a close second.

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.

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.

Great instructional leaders know that the work is not about them and they do all of the things mentioned in the blog and in your comment in addition to bringing coherence to school efforts.

Principals can have a strong influence on teaching — if we give them the support to be instructional leaders and are deliberate in the things we ask them to do.

Space, technology, plumbing, nutrition programs and cafeterias, updating building heating and air units, school beautification and many other things under facilities are challenging to maintain when school leaders have to decide between getting these things done or if they're going to provide exceptional instructional resources.

One significant shift from the previous way of doing things is that principals, particularly at the elementary school level, are expected to be instructional leaders — meaning they must be skilled at making all of their teachers better educators.