Instructional Practice In Education

School governors- work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools

They will be made up of a variety of people who will have links with the school and local community. There should be at least one parent governor and at least one staff governor, in addition to the head teacher. There may also be a support staff governor. In addition there will be a local authority governor, appointed by the local authority (LA) and local community governor who will usually work or live in the community served by the school. Governors will work closely with the head teacher and senior management team, although you may not see them around the school often during the school day. Governors will be based on different committees which are responsible for various areas of school management – for example the school site personnel issues or community cohesion. They will meet in these committees and then report back to the full governing body. Their main duties are:

School governors are a group of people (usually between 10 – 20) who run the school. They are made up of various people who have links with the school and the community. There should be at least one parent and one staff member as well as the Head Teacher. Usually there is a support staff member, a local authority member and a local community governor who work or live in the area. Governors work alongside the Head and are based on different committees and are responsible for different areas of school management – school site, personnel issues or community cohesion. They will usually meet in these committees and report to the full governing body. Their main duties are to set aims and objectives, adopt policies

The superintendent must help board members, district staff, principals and teachers understand their important roles in the evaluation of curriculum. The superintendent’s role is to empower central office and school staff to use data as effectively as possible to meet the board’s mandates.

Aside from the administrative duties, educational leadership involves soliciting the cooperation and working with teachers to improve the pedagogic processes in their schools. Furthermore, this will require team effort from all the stakeholders to achieve these goals and adherences to the school’s mission and vision.

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

The role of instructional leader at Napavine Jr. Sr. High School is one of shared respect. The administrators’ role is that of manager. He oversees the operation of the building, the curriculum selection, staff’s adherence to state and federal mandates, student behavior and staff behavior. The principal expects teachers to teach the curricula selected by teachers and to adhere to the general attendance and behavior expectations set forth by our mission statement. His role is to guide staff and students to meet these expectations. Jason keeps apprised as to when each department is allowed to adopt new curriculum and then gives that department time during the school year to meet and plan for the adoption. He participates in curriculum meetings, but ultimately allows teachers to select what is best for their department. He guides staff by reminding them of federal and state mandates and the district budget.

Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should promote the success of every student by advocating and effectively implementing the 6 standards of Educational Leadership. 2

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

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,

The voluntary Model Principal Supervisor Professional Standards can benefit many stakeholders. State education agencies can use them in conjunction with the Professional Standards for Educational Leaders to develop a clear theory of action about how improved school leadership contributes to improved student outcomes. They can share the standards with their governor, legislature, local districts, leadership preparation programs, and professional development providers to start a dialogue about making school leadership a major focus of their strategic plan and targeting funds to specific efforts that help principals become stronger instructional leaders.

Essential instructional practices that best support an effective learning environment for all students are well establish classroom routines and procedures. Classroom routines allow the teacher to utilize their time efficiently, which in turn makes cooperative learning groups possible. When I taught kindergarten, during the first week of school I had several discussions with my students about our classroom routines and procedures, and how important they are, and why they are necessary. As a result, students knew what was expected from them, and we were able to have smooth transitions throughout our day.

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

Once we entered the classroom the students all split into small groups. We then found a group, found some chairs, and then had a seat. We asked the students what their names were and then we introduced ourselves. We asked them if they knew what multiplication and division was. They all said yes. I then explained to them that I have a couple of different problems that we are going to solve. But before we did I wanted to make sure that the students understood the slash sign for division. So I showed them a sample problem that used a slash and they all seemed to know that it was a division sign. As a result, I then held up the first one. The students started to blurt out answers but we told them that they are to raise their hands when they know the answer. All of the students knew the answer was twenty five. I asked them how did they know that the answer was twenty five. Three out of the four said they just knew it. One student said that it was because they just added five, five times. The next problem we presented the students did raise their hands. They instantly knew the answer was two. We asked them how they were able to know that the answer was two. They all said that they just knew the answer. I told them that they were to smart for us. For the third problem, the students pointed out that it is opposite of the first problem. I asked them how did they know that. One student said that it was because 5x5=25 so 25/5=5. Basically, the numbers

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers