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
these behaviors while embarking in initiatives (distributed leadership, collective responsibility for student learning, curriculum alignment, enhanced teacher efficacy) set the stage for high expectations for ALL in the school (Okilwa & Barnett, 2017). Distributed Leadership Empowering teachers and staff in leading the learning was, and remains, a key component of Robbins Elementary’s success. Collaboration and instructional leadership became the norm, as “the administrative team created an environment
The mission of Robert A. Cross Middle Magnet School is to educate students in a safe and active learning environment where all students will become responsible, achieving citizens. The faculty and staff of Robert A. Cross believe that educating students for responsible citizenship is necessary for preserving democracy. We believe that in a democratic society, a person must value his country and what it stands for, understand what it means to be a responsible citizen, and have the fundamental skills
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
The California Standards for Educational Leaders (CPSELS) align the most closely with my own beliefs and opinions of what it means to have “great school leadership”. It is inherent within their standards that they have a strong commitment to cultural diversity and the use of technology as a powerful tool (CPSELS 2008). As a school administrator, I will strive to be an educational leader that promotes the success of all students, and I believe that this can be achieved by supporting and implementing
This essay critically analyses the formal and informal leadership in the development and implementation of the Visual Art Extension Program at Burgmann Anglican School, Canberra. It explores the leadership culture of the school, my personal leadership throughout the planning, implementation and evaluation of the program, as well as the leadership of the Deputy Head of Curriculum who supported and guided this initiative. Educational Context Burgmann Anglican School is located in Canberra, ACT with
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
properly, and most importantly, at the core of educator focus, is how to use the data to improve instructional outcomes for overall effectiveness (Monsaas & Engelhand, 1994; Wise, Lufkin, & Roos, 1991; Lane & Stone, 2002; Wayman, Midgely, & Stringfield, 2006; Shen & Cooley, 2008). In response to more rigorous accountability demands, educators are increasingly required to initiate changes in instructional practices and to elevate student achievement (Wise et al., 1991; Monasasa & Englehand, 1994; Halverson
As stated before, this study looked at the relationship between leadership styles that are effective in southeastern Kentucky middle schools from the perception of school principals and teachers. Schools have all kinds of leaders as principals who try to improve their school. School reforms have been an instrument that principals of schools have had to deal with such as the No Child Left Behind Act of 2001, which holds schools accountable for student’s success. The principals in today’s middle
1 LEADERSHIP STRUCTURES THAT SUPPORT Chapter III RESEARCH METHODOLOGY Case study research is the in-depth study of instances of a phenomenon in its natural context and from the perspective of the participants involved in the phenomenon. (Gall, Gall, & Borg, 2003, p. 436) This qualitative case study analysis was searching for themes that emerged from leadership structures that support a collaborative culture of Professional Learning Communities (PLCs) in a large high school in order to inform