Effective Instructional Leadership For High Performing Schools

1319 WordsApr 23, 20176 Pages
A quote by Larry Ferlazzo said, “If teachers don 't know the hopes, dreams, and interests of their students, it 's pretty hard for them to construct what 's going on in the classroom, so that students see it in their self-interest to be self-engaged." With that being said, as an instructional leader, my vision for improving student achievement is to help create an environment where high standards for all students and staff members are valued daily. High quality professional development is offered and implemented throughout the school year. All learning environments are safe and disciplined for all students, staff members, and all stakeholders. Most importantly, I want to make sure that the district has a solid foundation for learning…show more content…
Leading indicators are used to help guide a school to know what to work on in order to achieve a high reliability level, based off of concrete evidence. While, lagging indicators are usually seen in areas where there is a general agreement that the school is not meeting the districts expectations. Evidence is provided and the school is able to give validation to its achievement of high reliability level. In other words proof is provided to all stakeholders. This leads into the concept of Professional Learning communities (PLC). PLCs are the critical commitment for High Reliability Schools due to the collaborative learning that takes place amount all staff members with in the district. The collaborative approach of PLCs helps to organize staff members 5 into professional learning groups where collaboration takes place. PLCs are considered a Level 1 out of 5 levels based on the 5 level of operation for a High Performing School. Professional Learning Communities is considered a level 1. Administration can structure the groups to make possible successful implementation of a variety of the leading indicators for Level 1. During collaboration Professional Learning Communities can process change to the basic dynamic of leadership within a school, allowing school leaders to have a more efficient and direct impact on what occurs in the classroom. Without collaboration and Professional Learning
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