Effective Instructional Leadership Paper

As with the importance of selecting a highly qualified principal to help raise test scores and closing achievement gaps, the selection and support of staff is also critical. Gregory F. Branch, Eric A. Hanushek, and Steven G. Rivkin’s 2013 study “School Leaders Matter” examined the effectiveness of many principles’ leadership and the effect they had on student achievement ratings. “A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school’s workforce” (Branch, pg.4). A principal must be able to continually seek out professional development, to research best practices and new educational theories to support their staff and students. If principals are to close the achievement gap, they must be willing to inform and instruct their staff on new teaching strategies. Mr. Canada, from his TED talk, “Our failing schools. Enough is enough!”, states: “You go into a place that has failed kids for fifty years and say: ‘so what’s the plan?’ And they say: ‘Well, we are going to do what we did last year, this year’. What kind of business model is that?” (TED, 2013). The principal willing to venture into new, uncharted waters may succeed or fail, but at least they

The ever-changing landscape of education and school accountability has given rise to a renewed focus on shared leadership. In the past, the principal was viewed as the primary decision maker within a school. However, Glickman (1989) points out that it is impossible for school principals to effectively complete all the necessary instructional and managerial tasks within schools. He contends that some teachers have more leadership abilities than the actual administrators and that “in successful schools, principals aren’t threatened by the wisdom of others, instead, they cherish it by distributing leadership” (Glickman, 1989, p. 8).

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

During my conversation with Dr. Mork he expressed his viewpoint of the role of an instructional leader. He mentioned an instructional leader must be able to engage others with credibility. An instructional leader must be able to work with adult learners, “hip” on promising practices of

When dealing with larger school districts, there are several different positions in which play vital roles in the success of the school ‘s in the county. Deputy superintendent, chief financial officers, executive directors, and chief technology officer, are the crucial four. From there smaller roles are delegated to address issues based on needs and situations that may happen with schools, students teachers and

In a study conducted by S.M. Johnson on the complexity of the superintendent’s 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

Every person has some kind of good and evil traits within their personality, but what really defines good and evil? People from different cultures could consider different traits to be “good” or “evil” or even a little of both. There are times in life where a person has to make certain choices that could be interoperated both ways. In this paper, I will be analyzing different characters in the story “The Good Women of Suzutan” and what type of role each personality plays within the story in order to give the audience a chance to come up with their own ending.

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving

The importance of a budget is critical to operate the school. However, the budget is based on the types of programs that the school has been acknowledged to offer. Deer Park Elementary school offers several programs under the federal government, however, the Targeted Assistance Program has been the program identified in this paper as the priority program to review. Collaboration strategies promote multiple perspectives from various stakeholders to view different aspects of components involved. Therefore, it is significant that leadership is strong and involves collaboration to handle funds strategically within a budget. This paper gives an overview of collaboration strategies collected, analyzed, and interpreted that conveys multiple perspectives from four stakeholder groups on both the sufficiency and efficiency of funds concerning the budget of the Targeted Assistance Program at Deer Park Elementary.

The project I chose to demonstrate my leadership on was to go around the Frostburg community picking up recycling and then dumping it in a local landfill. I first chose this project to work on because I thought, how could I help Frostburg and give back to the community? By recycling products and going green, these products can eventually be reprocessed and re-used without having it go to waste. I mainly decided to collect recycling to maintain and keep Frostburg clean and liter free. It establishes a healthy environment for locals, students and staff around the area. Going green and keeping the community environmentally friendly is highly stressed around the world today. Any kind

The administrator should have an open communication with all school personnel. Administrators must communicate regularly and meaningfully with all members of the school community. They provide this leadership skill by demonstrating the commitment to academic excellence. As the instructional leader of the school, an administrator will; collaborate, provide professional development, and offer instructional support to those in need. As mandated by the district and state, the instructional leader has a duty to evaluate the teacher 's instruction and performance. Evaluations should be unprejudiced and well documented specifying both strengths and weaknesses of the teacher. As the instructional leader,

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really

“To maximize student academic and social success and to encourage lifelong learning and citizenship.” is the mission statement for Van Buren Elementary School. In order to maximize student achievement teacher leaders and administration must work in unison to identify goals for improvement. By analyzing data teacher leaders, administrators, and teachers can work together to derive a goal in the area of literacy instruction pertinent to our school. According to Taylor and Francis, “By design or default, teachers also are leaders of change, whether they promote it, support it, resist it, or ignore it.” (Taylor & Francis, 2014, 102-103) Henceforth, teacher leadership will be essential to achieve our literacy instruction goals.