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BECOMING AN EXEMPLARY INSTRUCTIONAL LEADER SPECIAL TOPIC: INSTRUCTIONAL LEADERSHIP NCBTS: DOMAIN 7- PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT. MARVIN N. BUSTAMANTE BSED- IV SCIENCE

Special Topic: Becoming an Exemplary Instructional Leader

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Page 1: Special Topic: Becoming an Exemplary Instructional Leader

BECOMING AN EXEMPLARYINSTRUCTIONAL LEADER

SPECIAL TOPIC: INSTRUCTIONAL LEADERSHIP

NCBTS: DOMAIN 7- PERSONAL GROWTH AND PROFESSIONAL

DEVELOPMENT.

MARVIN N. BUSTAMANTE

BSED- IV SCIENCE

Page 2: Special Topic: Becoming an Exemplary Instructional Leader

At the end of this module, the learner should be able to :

• identify the skills and characteristics of an instructional leader;

• explain the concepts and news along instructional leadership;

• analyze the roles and function of the principal as instructional leader;

• reflect on how the teacher can become a good instructional leader;

• and make a career plan.

Page 3: Special Topic: Becoming an Exemplary Instructional Leader

INSTRUCTIONAL LEADERSHIP

is one of the useful tools in creating a forward-looking, and

student-centered school environment.

can be define as “those actions that a principal takes, or a

delegates to others, to encourage growth in student learning.

Page 4: Special Topic: Becoming an Exemplary Instructional Leader

INSTRUCTIONAL LEADER VS. TRADITIONALSCHOOL ADMINISTRATOR

Page 5: Special Topic: Becoming an Exemplary Instructional Leader

OVERVIEW

•1980’s instructional leadership was principal

centred; focus was on curriculum and instruction.

•1990’s instructional leadership become school-based

management and facilitative leadership.

Page 6: Special Topic: Becoming an Exemplary Instructional Leader

CONCEPTS AND VIEWS

• Bird and Little (2008) Instructional leadership refers to specific branch of educational

leadership that addresses curriculum instruction.

• MacElwain (1992) views instructional leadership as imperative to improved instruction

and student achievement.

• Elmore (2002) Instructional leadership is the “organizational glue” that keeps thing in

track.

• Barth (2001) …. 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.

Page 7: Special Topic: Becoming an Exemplary Instructional Leader

INSTRUCTIONAL LEADERSHIP : BESTPRACTICES

INSTRUCTIONAL LEADER

Share leadership

Tap expertise of

teachers

Leads a learning

community

Acts as learners

Collaborates in leading

Visits classroom

Monitor curriculum & instruction

Uses data to make

instructional

Page 8: Special Topic: Becoming an Exemplary Instructional Leader

SHARE LEADERSHIP

• Sharing leadership throughout a school and providing for leadership succession

spell the success of the school.

• Instructional leaders influence others to understand and agree with what need to

done and how.

• It requires the facilitation of individual and shared efforts to accomplish common

objectives. (Hargreaves &Flink, 2003)

• As key instructional leaders, principals share the leadership with teachers to

promote reflection and collaborative investigation to improve teaching and

learning.

Page 9: Special Topic: Becoming an Exemplary Instructional Leader

TAP THE EXPERTISE OF TEACHERS

• ... set the direction and influence the members of the organization to work together

toward meeting organizational goals.

• Principals provide individual support, challenging teachers to examine their own

practices and serving models of best practice.

• They develop and depend on leadership contribution from a variety of stakeholders.

• Teacher leaders lead chains from the classroom by making questions related to school

improvement and they feel empowered to find the answer.

• Principal speak to teacher, provide staff development and support lifelong learning

about teaching and learning.

Page 10: Special Topic: Becoming an Exemplary Instructional Leader

TAP THE EXPERTISE OF TEACHERS

• They create opportunities for teachers to work together and share teaching

practices with one another.

• Principals also tap the expertise of teachers throughout the process of

transforming their school and increasing the focus on learning are more

successful.

Page 11: Special Topic: Becoming an Exemplary Instructional Leader

COLLABORATE IN LEADING

• Principals collaborate with teachers to evaluate issues related to curriculum,

instruction and assessment.

• Teachers provide valuable insight and ideas to principal as they work together

toward school improvement.

Page 12: Special Topic: Becoming an Exemplary Instructional Leader

LEAD A LEARNING COMMUNITY

• Principals must become role models for learning while continually (or at least

regularly) seeking tools and ideas that foster school improvement (Lashway,

2003)

• Simply put, schooling is around two key functions:

1. Teaching and learning, and

2. Organizing for teaching and learning.

• It seems clear that School Principals need to manage the structures and

processes of their school around instruction.

Page 13: Special Topic: Becoming an Exemplary Instructional Leader

(PRINCIPALS AND TEACHERS) AS LEARNERS

• Effective principals make student success pivotal to their work and, accordingly, pay

attention to and communicate about instruction, curriculum, and student mastery of

learning objectives, and are visible in the school.

• Learning needs to occur throughout an organization, and principals need to become

participants in the learning process in order to shape and encourage the implementation

of effective learning models in their school.

• They participated in staff training provided to their staffs. Good Principals foster the

idea of working together as a valuable enterprise because they understand that this kind

of collaborative learning community will build trust, collective responsibility, and a

schoolwide focus on improved student learning (Prestine & Nelson 2003)

Page 14: Special Topic: Becoming an Exemplary Instructional Leader

USE DATA TO MAKE INSTRUCTIONALDECISIONS

• Effective principals skilfully gather information that determines how well a school organization

is meeting goals and use the information to refine strategies designed to meet or extend the

goals.

• They find themselves in a constant state of analysis, reflection and refinement.

• They challenge their staff to re-examine the assumption about their work and how it can be

performed.

• Principals need to possess basic skills for using these data for setting direction, developing

people, and reinventing the organization.

• The use of appropriate data helps to maintain a consistent focus on improving teaching and

learning , and consequently, effective principals accept no excuses for lack of success to improve

student learning. (Leithwood &Riehl, 2003)

Page 15: Special Topic: Becoming an Exemplary Instructional Leader

MONITOR CURRICULUM AND INSTRUCTION

• There are good reasons to focus on school leadership. The importance of the

principal’s role has never been greater, taking into consideration national

accountability standards for school and the likelihood that principal job vacancies

will increase in the near future. Not only do effective principals focus attention

on curriculum and teaching, they also understand teaching and possess credibility

in the eyes of their staff. (Mazzeo, 2003)

Page 16: Special Topic: Becoming an Exemplary Instructional Leader

MONITOR CURRICULUM AND INSTRUCTION

• Schmoker (2006) Suggested that too often school cultures discourage close

scrutiny of instruction. He says, effective leaders can raise the level of

importance by looking for evidence that curriculum standards are taught through

the review of formative assessment, grade books, team lesson logs, and students

work.

Page 17: Special Topic: Becoming an Exemplary Instructional Leader

MONITOR CURRICULUM AND INSTRUCTION

• Principal support instructional activities and programs by modeling expected behaviors,

participating in staff development, and consistently prioritizing instructional concerns on

a day-to-day basis. They strive to protect instructional time by removing issues that would

detract teachers from their instructional responsibilities. (Marzano et al., 2005)

• Moreover, principals in effective school are involved in instruction and work to provide

resource that keep teachers focused on student achievement. They are knowledgeable

about curriculum and instruction and promote teacher reflection about instruction and its

effect on student achievement. (Cotton 2003)

Page 18: Special Topic: Becoming an Exemplary Instructional Leader

VISITS CLASSROOM

• Principals build trust by supporting and nurturing teacher development by providing feedback that

helps teachers to improve.

• This is more likely to occur when principals exercise the collegiality leadership. Additionally,

principals are best position to help teachers improve in areas of weakness and can accomplish this

through observations and dialogue that show respect for teachers as professional. (Cooper,

Ehrensal, & Bromme, 2005)

• It is important to evaluate the quality of teaching in order to evaluate the quality of teaching in order

to select and retain good teacher.

• Principals must develop leadership skills that help them to build the intellectual capital that is

necessary to make good curriculum choices, establish expectation for students work and provide

teachers with opportunities to learn the specifics of teaching well within their academic areas.

Page 19: Special Topic: Becoming an Exemplary Instructional Leader

CONVENTIONAL AND INNOVATIVE

INSTRUCTIONAL LEADERSHIP:

A COMPARISON

Page 20: Special Topic: Becoming an Exemplary Instructional Leader

CONVENTIONAL VS. INNOVATIVECONVENTIONAL INSTRUCTIONAL

LEADERSHIP

INNOVATIVE INSTRUCTIONAL LEADERSHIP

1. Principal-Centered 1.Person-centered- create collegial relationships with

and among teachers

2.High Focus on Curriculum and Instruction 2.Focus on School Based Management

3.Setting Clear Goal 3.Shared understanding of the goals

4.Allocating Resources through Instruction 4.Providing the resources needed for learning to occur

5.Monitoring Lesson Plan 5.Deep Involvement in the Form of core Technology

of teaching and learning

6.Evaluating Teachers for Improvement in Teaching 6.Carries more sophisticated views of professional

development.

Page 21: Special Topic: Becoming an Exemplary Instructional Leader

GOOD INSTRUCTIONAL LEADERSHIPCHARACTERISTICS (ARMSTRONG,2007)

Knowledge Confidence Enthusiasm

Includes awareness of chains

management theory, insight into

personal capabilities knowing

when to get 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.

Page 22: Special Topic: Becoming an Exemplary Instructional Leader

THE PRINCIPAL AS INSTRUCTIONALLEADER: A FOCUS

• It is the pivotal point within the school who effects the quality of individual teacher instruction,

the height of student achievement and a degree of efficiency in school functions.

• The instructional leader is an administrator who emphasizes the process of instruction and

facilitates the interaction of teacher, student and curriculum. (smith,2008)

• Findley (1992) claims that the principal as instructional leader must address certain managerial

task to ensure a efficient school. He must focus on activities which pave way for high students

achievement. For schools to be effective, principals must look at ways to emphasize instructional

leadership.

• The principal as an instructional leader encourages and develops instructional leadership in

teachers. (Smylie and Conyers, 199100)

Page 23: Special Topic: Becoming an Exemplary Instructional Leader

INSTRUCTIONAL LEADERSHIP ACTIVITIESACCORDING TO FLAITH (1989) ARECATEGORIZED INTO 4 NAMELY:

1. Goal and Emphasis – set instructional goals, high expectation, and

focus on student achievement.

2. Coordination and Organization – work for effectiveness and

efficiency.

3. Power and Disciplinary Decision Making – secure resources,

generate alternatives, assist and facilitate to improve the instructional

program.

4. Human Relations - Deal effectively with staff, parents, community ,

and students.

Page 24: Special Topic: Becoming an Exemplary Instructional Leader

PRINCIPAL SHOULD CONSIDER THE FOLLOWING:(CHECKLEY 2000)

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

2. Engage teachers in sustained discourse whereby, as colleagues, teachers can define what

student learning should look like.

3. Identify instructional approaches that will support vision.

4. Be attentive to teaching and learning and to work together to improve both.

5. Foster the conditions through which teacher 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.

Page 25: Special Topic: Becoming an Exemplary Instructional Leader

CHECKLEY ALSO ASSERTS THAT….

Principals and teachers need to learn how to collaborate with one another, by promoting a forum for

professional discourse, principal as instructional leader, construct a school culture through which

teachers redefine curriculum, teaching, and learning. They also learn to translate the definition into

new classroom practices as they build relationships characterized by mutual trust, risk taking, and

experimentation, all in a supportive and professionally challenging environment.

Page 26: Special Topic: Becoming an Exemplary Instructional Leader

THE INNOVATIVE INSTRUCTIONAL LEADER:TRAITS & BEHAVIORS

INSTRUCTIONAL LEADER

Super -visionary

Culture builder

Facilitative leader

Heroic leader

Practicing teacher

Values-led

Direction setter

Chief learning officer

Page 27: Special Topic: Becoming an Exemplary Instructional Leader

THE INNOVATIVE INSTRUCTIONAL LEADERTRAITS BEHAVIOR

1. SUPER-VISIONARY •Can integrate a synergy of effects that enable

people, process and technology to link together in

a way that school achieve its vision. (Sergiovanni

and Starratt 1988)

2. CULTURE BUILDER

(Barth 2001)

•Dedicated to building teacher relationship

•Capable of constructing a shared vision with all

the members of the school community.

•Bears ultimately responsibility for success or

failure of the school.

3. CHIEF LEARNING OFFICER

(Bottoms & O’Neill, 2001)

•Models learning

•Driven by relentless growth standard base

accountability system.

•Open to new ideas.

4. HEROIC LEADER

(Bottoms & O’Neill, 2001)

•Focus on curriculum, instruction and student

mastery of leraning objectives.

•Insistent upon improving student learning.

Page 28: Special Topic: Becoming an Exemplary Instructional Leader

THE INNOVATIVE INSTRUCTIONAL LEADER

TRAITS BEHAVIOR

5. FACILITATIVE LEADER

(Bottoms & O’Neill, 2001)

•Gears on the discussion of school based

management.

•Well-focused on school improvement plan.

•Offers teachers the support, encouragement and

challenge they need as teachers.

6. DIRECTION SETTER •Sets direction and influence the members of the

organization to link together toward meeting

organizational goals.

7. VALUES-LED

(Day, 2000)

•Willing to be driven result.

Page 29: Special Topic: Becoming an Exemplary Instructional Leader

THE INNOVATIVE INSTRUCTIONAL LEADER

TRAIT BEHAVIOR

8. PRACTICING TEACHER

(Wending, 1990)

•Promotes the value of care and equity within the school and

its decision making process.

•Both people-centered and achievement oriented.

•Challenges teachers to think more critically about how they

link together personal, professional and organizational

development in an overall effort to improve curriculum,

teaching and learning.

•Continues to teach for at least an average of 20% of the

week, in order to work closely with students.

•Develops teaching techniques and method as a means in

understanding teacher perspective.

•Establishes a base on which to make curricular decisions.

•Strengthens the belief that the sole purpose of the school is to

ensure the educational needs of students.

Page 30: Special Topic: Becoming an Exemplary Instructional Leader

THE INSTRUCTIONAL LEADER: THEIR ROLES AND FUNCTIONS

• The functions of instructional leadership involve all the beliefs, decisions, strategies and tactics that the

principal uses to generate instructional effectiveness in classroom. (moorthy,1992):

making students and adult learning the priority

setting high expectations for performance

gearing content and instructions to standards

creating a culture of continuous learning

using multiple sources of data to assess learning

activating the communities support for school success

leading teachers to produce tangible results as ambitious academic standards. (elmore,2002)

making suggestions, giving feedbacks and modeling effective instruction.

soliciting opinion and supporting collaboration

providing professional development opportunities and giving praise for effective teaching.

Page 31: Special Topic: Becoming an Exemplary Instructional Leader

THE EFFECTIVE INSTRUCTIONAL LEADER: BECOMING ONE

• Glickman (1990) has much to say about how to become an effective

instructional leader. Using his works a the base, and including the

research findings of others, effective instructional leadership is

comprised of the following 3 major categories and subcategories.

Page 32: Special Topic: Becoming an Exemplary Instructional Leader

EFFECTIVE INSTRUCTIONAL LEADER

Knowledge Base Task Skills

Effective schools literature

Research on effective speaking

Supervision/evaluation of

instruction

Staff development

Interpersonal communication

People

Awareness of your own educational

philosophy and benefits

Administrative development

Curriculum development

Group development

Decision-making

application

Change theory Action research Problem solving/conflict

management

Knowledge of curriculum theory /

core curriculum

Positive school climate

School and community

Technical goal setting

Assessing and planning observing

research and evaluation.

Page 33: Special Topic: Becoming an Exemplary Instructional Leader

3 WAYS TO BECOME AN EFFECTIVE ONSTRUCTIONAL LEADER (WILLISON 2008)

1. Talk the talk THE PRINCIPALMust be an expert in teaching and learning

Must build an informed vocabulary of pedagogical

term

Must use keywords like lesson plan, instructional

design and pedagogy

Must be able to articulate about instructional

design, delivery methods, formative and summative

assessment and learning styles.

2. Walk to walk Must demonstrate through this action that teaching

and learning are the center of what happens in

school

Must be visible in the classroom, in order to learn

more about instructional practices

Must identify outstanding teachers and their

methods

Must provide opportunities to superstar teachers to

share their best practices

Must identify teachers in need of support and

professional development

Page 34: Special Topic: Becoming an Exemplary Instructional Leader

3 WAYS TO BECOME AN EFFECTIVE ONSTRUCTIONAL LEADER (WILLISON 2008)

3. Be the caddy Must be the great caddy who provides advice on

shot

Must be the “caddy” to teachers providing the

necessary tools and advice on how best to use them

Must be able to recognize teachers having

instructional problem

Must identify the needed resources and provide

opportunities to acquire both

Page 35: Special Topic: Becoming an Exemplary Instructional Leader

THE EXEMPLARY INSTRUCTIONAL LEADER OF TODAY MUST POSSESS THE FIVE GENERAL QUALITIES AND MUST PERFORM THE FIVE PRACTICES:

QUALITIES

PRACTICES

Page 36: Special Topic: Becoming an Exemplary Instructional Leader

• Instructional leadership is a collaborative learning environment where learning is not confined to the classroom and is the objective of all educators.

• Instructional leadership is an important departure from the ancient model of administrator as authoritarian. Inherent in the concept is the idea that learning should be a top-down process.

• Strong instructional leadership has a positive impact on student learnig..

Page 37: Special Topic: Becoming an Exemplary Instructional Leader

Possesses knowledge of the curriculum and good instructional practices

Monitors the implementation of curriculum standards and make sure they are taught

Models behaviors that they expect of school staff

Supports teacher effectiveness

Spends time in classrooms to monitor curriculum implementation

Steers the curriculum and prioritize staff development

Views classroom observations as a means to satisfy contractual obligations

Judges the quality of teaching and shares a deep knowledge of instruction with teachers

Promotes coherence in the instructional program where teachers and students follow a common

framework

Trusts teachers to implement instruction effectively