Instructional Leadership

Instructional Leadership

Becoming An Exemplary Instructional Teacher

INSTRUCTIONAL LEADERSHIP

One of the most useful tools in creating a forward-looking, student-centered school environment.

Can be defined as: “those actions that principal takes, or delegates to

others, to promote growth in student learning*”

Instructional Leadership

An Overview

I N S T R U C T I O N A L L E A D E R S H I P

Principal-centered The principal is seen

as an heroic leader who single-handedly keeps the school on track

Principal focus was on curriculum and instruction

Geared on the discussions of school based management and facilitative leadership.

Instruction became the focus of the leadership agenda*

Explicit standards and the pressure to provide tangible evidence of success, re-affirmed the importance of instructional leadership

1980’s 1990’s

CONCEPT AND VIEWSInstructional Leadership

Bird and Little (2008)• I.L. refers to the specific branch of

educational leadership that addresses curriculum and

instruction.

MacEwan (1992) and Elmore (2002)

Views I.L. as imperative to improved instruction and student

achievement. Views I.L. as an “organizational

glue”

Barth (2001)

I.L. is not exercised by one person but one person does create a condition through which all teachers and administrators become more responsible for their professional learning and important role in sustaining school improvement.

B E S T P R A C T I C E S

INSTRUCTIONAL LEADERSHIP

INSTRUCTIONAL LEADER

SHARES LEADER

SHIP TAPS THE EXPERTISE

OF TEACHERS

LEADS A COMMUNITY

ACTS AS LEARNE

RSCOLLABORATES IN LEARNIN

G

VISITS CLASSROOM

MONITORS CURRICULU

M AND INSTRUCTIO

N

USES DATA TO MAKE

INSTRUCTIONAL

MATERIALS

INSTRUCTIONAL LEADERSHIP

BEST PRACTICES

A COMPARISONCONVENTIONAL INSTRUCTIONAL

LEADERSHIP

• Principal-centered• High Focus on Curriculum

and Instruction• Setting Clear Goal• Allocating Resources

through Instruction• Monitoring Lesson Plans• Evaluating Teachers for

Improvement in Teaching

INNOVATIVE INSTRUCTIONAL LEADERSHIP

• Persons-centered- create collegial relationships with and among teachers

• Focus on School Based Management

• Shared Understanding of the goals.

• Deep involvement in the form of core technology of teaching and learning

• Carries more sophisticated views of professional development

Major Division of Good I.L.

Knowledge confidence enthusiasm

Major Division of Good I.L.

Includes awareness of chains management theory, insight into

personal capabilities knowing when to het

help from outside resources and staying

involve with other leaders of educational

advancement.

Drives interpersonal relations,

communication, planning, decision

making, and conflict management.

Includes the ability to bring all stakeholders

together to act.

A FOCUS

The Principal As Instructional Leader

The instructional leader is an administrator who emphasizes the

process of instruction and facilitates the interaction of teacher, student, and

curriculum.

Findley (1992)

Principal as instructional leader must address certain managerial

tasks to ensure an efficient school.

He must focus on activities which pave way for high student achievement. (Findley, 1992)

The principal as an instructional leader encourages and develops

instructional leadership in teachers.

(Smylie and Conyers, 1991)

Instructional Leadership Activities

Goals and

Emphasis

• Set

instruction

al goals,

high expectation and focus

on student

achieveme

nt

Coordination and Organization

• Work for effectiveness and efficiency

Power

and

Disciplinary Decision Making

• Secu

re resources

, generate alternatives,

assist and facilities to improve the instructional

program

Human

Resources

•Deal effectively with staff, parents, community and students.

Checkley (2000), argues that rather than focusing with providing instructional leadership, principals should instead consider the following:

1. Encourage and promote teacher growth and development within their own ranks.

2. Engage teachers in sustained discourse whereby, as colleagues, teachers can define what student learning should like.

3. Identify instructional approaches that will support their vision.

Checkley (2000), argues that rather than focusing with providing instructional leadership, principals should instead consider the following:

4. Be attentive to teaching and learning and to work together to improve the instructional program.

5. Foster the conditions through which teachers can specify instructional goals.

6. Direct the overall effort by offering teachers the support, encouragement, and challenge they need as teachers, collaborate together toward achieving more substantive goals.

7

Checkley also asserts that principals and teachers

need to learn how to collaborate with one

another.

The principal must construct a school culture through which teachers redefine curriculum, teaching, and learning.

The Instructional Leader

Traits and behavior

Instructional

Teacher

Super-visionary

Culture builder

Facilitative

learning

Heroic LeaderPracticin

g Teacher

Values-led

Direction Setter

Chief Learning Officer