Instructional Leadership

Throughout this semester we have read and discussed instructional leadership styles on what to do and what not to do. We have also applied these styles during in-class scenario sessions. During the last few weeks we have focused on the evaluation process of instructional leadership. Whether you are a teacher, nurse, military personnel, or janitor, you will have formal evaluations throughout your career, but few of us truly understand and become proficient at the process. Thus, DiPaola and Hoy (2014) discuss in chapter eight why, how, and what we evaluate personnel on, while chapter nine discusses the actual process of conducting evaluations.

The following information was gathered during a discussion with Dr. Clayton Mork from the Crescent School District. He shared his personal view of the role of an instructional leader. Also his view of how instructional leadership practices relate to student achievement. Dr. Mork shared two instructional leadership actions and outcomes he implemented at Crescent School District related to student achievement. Dr. Mork also explained his philosophy of curriculum development regarding involvement of teaching staff.

There is a great volume of literature on the need for effective leadership skills among tutors in order to promote student learning through quality instruction. As mentioned in the previous chapter, this realization is significant for many reasons. As such, this chapter reinforces the research question through a critical analysis of the existing literature with the aim of coming up with a different line of thought. As such, the study could offer a new dimension of leadership perception that is appropriate in fostering student learning in the modern and changing school setting. Although such characteristics are common across various sectors, the findings of this research put focus specifically on educators with the purpose of improving the quality of education and improved curriculum outcomes. The study could also employ various leadership theories to ensure the achievement of reliable findings.

Educational leaders play significant roles in the modern society. Their effectiveness depends on their strengths. Primarily, it is vital having a comprehensive understanding of who is an educational

As a future administrator, the role of an instructional leader must be given first priority; teaching and learning must be top precedence on a daily basis. Setting clear goals, allocating resources to instruction, managing the curricula, monitoring lesson plans, evaluating teachers, and serving as resource provider are part of the responsibilities of an instructional leader. The instructional leader makes instructional quality the top priority of the school and attempts to bring that vision to realization. While I cannot neglect other administrative duties, teaching and learning will be the area where most of my time is

Administrators can reinforce effective practices and procedures that embrace diversity and support differentiated instructional techniques, which address all types of learners and ability levels (Riehl, 2000). All in all, educational leaders can help identify and prioritize shared goals, acquire and distribute necessary resources, and support the implementation of strategies to improve student learning and

Every district has an appointed person that serves as a coach to the principals—the author calls them Instructional Leadership Directors (ILDs) which is a standard term used in the study, but every district can call them differently. The author implemented sociocultural learning theory and cognitive theories of learning as their conceptual framework. She specifically focused on the following patterns of interaction, or complementary ideas about assistance relationships, between ILDs and principals: focus on joint work, model, develop and use tools, and create and sustain social engagement. This theory would help define and distinguish the extent to which central office administrators engages or socializes principals in conceptualizing a leadership role. Honig (2012) concludes that not every ILD defines their job the same way and even though they work with different principals, in different locations and cities, they tried to personalize the support they provide. This on-going, intensive, job-embedded support is intended to develop a conceptual notion of “instructional leadership” within the principals as opposed to sending district instructional coaches to school sites. This idea can open the channels of cooperation between principals and staff to create “collegial” or “autonomous”

U.S. Department of Education provides a definition of what it considers to be the most important elements of Instructional Leadership. The first is teaching and learning. The Department expects that most of a leader’s time be allocated to the oversight of instruction. The second element is scientifically based research. Instructional leadrs should be well versed of effective instructional methods and ensure that instructional materials and methids are being implemented in the classrooms. The monitoring of instruction is also in the forefront of ensuring implementation. Third, an instructional leader puts much emphasis on the alignment of curriculum,

Throughout the readings, instructional district leadership that made the most impact dealt with incorporating collaborative objectives with regards to academic achievement. For instance, Waters & Marzano (2006) found effective superintendents ensure that the collaborative goal setting process results in nonnegotiable goal in student achievement and instruction (p. 4). Collaborative goal setting is one of the crucial aspects of instructional leadership. Specifically, effective goal setting is one of the most important characteristics a leader can utilize to drive instruction (Leaf & Odhiambo, 2017). In my experience in education, goal setting accomplishes providing direction and exercising influences with

Based on reading the article entitled “Overcoming the Obstacles to Leadership” many thoughts were evoked simply by thinking about the various challenges that teacher leaders are likely to face within the classroom or building level. In today’s generation, teacher leaders are often faced with resistance from fellow teachers who perceive teacher leaders as “the designated person that reports to administration.” For instance, many teachers feel a sense of intrusion when teacher leaders unexpectedly walk in and begin to question the level of rigor in the classroom also, some teachers may have the impression that teacher leaders may overstep their boundaries when offering suggestions to enhance student grow.

The findings of this study provided information to stakeholders in educational settings such as administrators, boards of education, and teachers with knowledge on the dimensions of teachers’ perceptions of their principal’s leadership styles to strengthen weak aspects of educational leadership. It uncovered information linked to reducing high teacher turnover leading to increased job satisfaction and raising student performance levels.

What is your definition of instructional leadership? Instructional leadership is the implementation of strategic planning concepts regarding quality instruction. Instructional leadership warrants the utilization of essential materials and resources, composing effective goals and objectives, and evaluating teacher performance in relations to quality instruction. Guiding and supporting educators with the intention of generating effecting learning environments drives instructional leadership. More specially, creating learning platforms were all students can learn regardless of ability levels is an essential component of instructional leadership. The ability to differentiate instruction combined with the incorporation of a variety of educational tools and resources aids in the development of effective learning environments.

The role of Instructional Leader is complex and ever changing. The Florida Department of Education has a set of standards to outline the expectations of school principals. This paper will address these standards with a focus on organizational skills and manage the operations and resources of a school facility. There are two talking points. The first point focuses on the importance for principals to possess organizational and management skills. The second point is a summary of a sampling of resources for principals and those seeking a principalship. This paper is intended to be informational but not inclusive.

According to Sorenson, Goldsmith, Mendez and Maxwell (2011), visionary school leaders should know how to integrate curriculum and instruction to promote student achievement. These leaders must ensure that there is integration between the Curriculum, Instruction and Assessment. Lunenburg & Irby provide a roadmap for effective school leaders to address this responsibility. Discuss the roadmap provided by these authors. How will this roadmap empower leaders to serve as VISIONARY INSTRUCTIONAL LEADERS? What will these leaders need to KNOW and be able to DO?

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in mind that student achievement is the core of vision and purpose of a school, a school leader must also ensure that the structure of the organization is centered on student driven instruction, which reflect the high expectations for all stakeholders. In order to be a leader of leaders one must also be on the cutting edge of technologies available, have a deep understanding of the rigorous curriculum and assessment requirements, all the while exhibiting the highest of moral and ethical system of values on a daily basis.