Head: Effective Practices for Evaluating Instructional Materials and Strategies Effective Practices for Evaluating Instructional Materials and Strategies by Sharita Baker Andrea Daniels Gina McNally Instructional Leadership: Theory and Practice EDU 615 Submitted To: Henry Raines Graduate Studies in Education School of Education and Social Services Saint Leo University Saint Leo University November 12, 2011 Abstract Instructional Leadership: Theory and Practice EDU 615
Some of the best education and successful schools are centered around a positive school environment that provides opportunities for students to learn and grow at rigorous instructional levels. Schools that promote a school culture where teachers constantly professionally develop as educators and students are held to high expectations yields high results of student and teacher success. A school’s culture along with its instructional program works simultaneously to ensure educational achievement.
of education today is ever changing. As teachers get into a routine of implementation of standards and programs, there becomes a major shift and many schools struggle to make that transition. However, throughout all of the mandates and political arguments over education, teachers are still expected to be effective. Teachers must shape the lives of each of their students and are increasingly held accountable for their efforts. With heavier mandates for teachers, their abilities may seem stifled as frustrations
Effective school leaders can influence student achievement; however, they cannot do it alone. They should enlist the support and commitment of a leadership team who can help facilitate and guide improvement of instruction and learning. For this reason, they must demonstrate instructional leadership qualities. Being an instructional leader begins with adopting a shared vision, building trusting relationships, and providing leadership opportunities. Additionally, successful instructional leaders understand
important piece of school improvement is the gathering and analysis of student achievement data from multiple, reliable sources to improve learning for all students. This is a message I consistently communicate when facilitating professional development. As an educational leader, I design professional learning opportunities that effectively promote and support high quality instruction through the use of data that accurately depict the status of students, instructional staff, and school performance.
Robbins Elementary, an urban school located in a large city in Texas, has defied the odds by attaining and sustaining high academic success rates for an approximate twenty-year time period. As Okilwa and Barnett (2017) noted, Robbins Elementary had grown to become homogeneous in race (majority Hispanic) and economic status (increased economically disadvantaged status). According to the article (Okilwa & Barnett, 2017), 2013 census data revealed that 50% of families in Robbins Elementary attendance
about school, teacher relationships, testing performance, and time and effort spent on academics. Without motivation, academic engagement is almost impossible to achieve. However, research has shown that highly motivated students perform better academically, have a better self-esteem, and tend to complete high school. As a student progresses through school, motivation tends to decline. According to a 2004 analysis by the National Research Council, approximately 40 percent of high school students
Strategies of effective instructional leadership Nursultan Salgarayev University of Toronto Introduction School principals practicing instructional leadership model plays a significant role in everyday’s life of an organization. They are usually responsible for the organizational aspects of an educational institution such as monitoring, managing, instructing, controlling, communicating which indirectly affect students’ learning. In fact, researchers have found that there was not a
A 40% proficiency rate in the 2016-2017 school year amounted to 48 out of 122 students, while a 45% proficiency rate in 2017-2018 will amount to 161 out of 354 students. The data from Figure 1 in tandem with Table 1 are evidence that significant instructional improvements need to be made to achieve the school’s goals for the 2017-2018 school year. Instructional Strategies for Economically Disadvantaged Students What are the best school-wide instructional improvements that can be made in Algebra
Engaging teachers in a learning community, fosters professional growth by developing relationships among peers (Schramm, 2006). Learning communities provide professional development that is implemented to improve the learning of students and professionalism of teachers. Teachers within learning communities are organized in order to collaborate on addressing goals that are aligned with expected school and district outcomes. Effective leadership is a key factor in effective implementation of professional