Instructional Leadership in the Primary School Abstract The link between student achievement and effective teaching has been well researched and documented. Likewise, an extensive research base supports the view that leadership is the most important element of an effective school (Department of Education and Training, 2005). This inquiry seeks to examine the leading educational idea of Instructional Leadership as a model for leadership which has a positive impact on student outcomes. The contemporary
school with the support of the parent. Parent participation and attitudes toward the school and parent support of the program are necessary for success. The educational process for all students is extremely important to us. We guard instructional time and the instructional environment. Our goals are: 1. To achieve the mastery of reading, writing, grammar, and mathematics in an organized, disciplined, and systematic teaching environment 2. To provide an environment for learning that stresses self-discipline
Deota, N.P. (1990) ‘A study of the characteristics of effective leadership behaviour of secondary school Principals’, Maharaja Sayajirao University of Baroda. Cited in MB. Buch Fifth Survey of Educational Research (Vol. II) NCERT, New Delhi, Pp.879-880. DFID (2000) ‘Poverty Elimination and the Empowerment of Women Gender Inequality poverty and human Development’, UNESCO Publication. Diwan, R. (1993) ‘PhD (Education) in MB. Buch Sixth Survey of Educational Research’ (Vol. II) NCERT, New Delhi, Pp
promote the motivation and fulfillment of childhood learning and advancement. Research shows that nine factors make up high performing schools (Center, 1999): a clear and shared focus, high standards and expectations for all students, effective school leadership, high levels of collaboration and communication, curriculum, instruction and assessments aligned with state standards, frequent monitoring of teaching and learning, focused professional development, a supportive learning environment, high levels
centered instruction by taking advantage of different teaching methods and making the content more meaningful as well as accessible for every student. This standard explains that it is important for teachers to understand the content and different instructional methods in order to make the content equally accessible for each learner to ensure mastery of the topic at hand. There are lesson plans to represent this standard like the one over numbers, operations, and quantitative reasoning for kindergarteners
classroom teacher to an instructional school leader, I must admit that I didn’t really understand the process until it became a reality for me. I woke up one day and realized that things that were very difficult for me suddenly became second nature to me. Upon further reflection, I now realize that this was the culmination of past experiences, new knowledge, investigation, and synthesis producing genuine learning. Constructivism allowed me to mature into an instructional leader by taking all that
institutionalized worker execution taking after a deliberate methodology. The firm battles to achieve its objectives by giving a beneficial domain and setting up advancement programs for its representatives to perceive their yearnings. After the instructional meetings, the Flextronics procedure addresses the assignment of drawing in the representatives with the nearby group and holding them in administration. Flextronics trusts that this system reinforces the human asset in turning into a quality-situated
commitment to human service as part of professional practice in a society that is culturally diverse. iii. Evaluate, communicate, and apply research findings with an aim of improving professional practice. iv. Evaluate and analyze management and leadership theories within the nursing practice. Some of the strategies and resources to be utilized during the lesson will include, firstly, critical thinking activities and exercises that will encourage reflection among students on what has been learned
role in school district leadership, she identified three types of leadership evident in the practice of successful superintendents: “educational leadership (focus on pedagogy and learning), political leadership (securing resources, building coalitions), and managerial leadership (using structures for participation, supervision, support, and planning)” (as cited in Fullan, 2006, p. 210). For the RTI change initiative, the superintendent showed these three types of leadership as he worked diligently
In the investigation of the various characteristics and styles of leadership the emphasis of the style approach is the focus on the actions and behavioral characteristics of the leader. There are two behaviors of the style approach that researchers have observed: task behaviors and relationship behaviors (Northouse, 2007). People who are in roles of leadership should possess both behaviors to be successful in their position and maintain motivation and the quest for achievement in their subordinates