Essay on Research Based Instructional Program

A leader must be able to lead others, build trust, extend influence beyond the Chain of Command, lead by example, and communicate effectively. The ability to develop creates a positive environment, fosters Espirit de Corps, prepares self, develops others, and are stewards of the profession. Last but not least, effective leadership must achieve results.

Education develops future endeavors; leading teachers to commit to lay foundational skills that build upon each year for students. Through the elementary, secondary and higher levels, each person has the opportunity to develop a wondrous relationship with learning. Leadership skills that embrace teachers and students to become more than what they believe, to change the world through victories of developing thought processes, building schemas, concept building, and developing lifelong learners.

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

As a leader, one must be kind and firm, making sure what needs to be done is done. As a leader, one must inspire their charges to finish the project completely and to do their best. I have been a leader in our school’s Journalism (Yearbook) class as an Layout Editor. I have made sure my staff has been consistent in their work and make their deadline on time.

As one leads with integrity, fairness and in an ethical manner, they lead by modeling those values and beliefs that belong in an educational setting. They show concern and care personally for the students, staff and communities learning, behaviors, and lives. Leaders promote a culture of openness and trust. They model appropriate behavior and skills to improve learning and engage others to share in this process through collaboration.

Teachers in the classrooms where the program is being taught also help facilitate the lessons as well. All of the four phases have the same primary focus, which is to educate its participants about the dangers of gang membership. The first component of the program is taught to students in elementary school. In this phase, students are introduced to the GREAT program concepts and skills in order to begin the change in the participant’s behavior. The students participate in six lessons and each is about one hour in duration. These lessons teach the participants about the importance of decision making, how to effectively communicate with others, and they also get exposure to anger management strategies. The six lessons in the elementary stage are essential to help to build a foundation for the middle school component of the GREAT program, which goes more in depth into gang resistances (Esbensen et al.,

Their focuses are debilitated and they are more prone to substance-related incidents such as driving while intoxicated, victimized, date rape, a drop in college their college performance and a higher drop out rate (Sahker, 2015). In contrast, it also states that as these students mature and continue in their development they learn from these life lessons and tend to establish themselves thus stopping risky behaviors to which they were subjected to earlier on in their college experience, however, those who tend to continue the results are not as favorable (Sahker, 2015). Becky, in this case, was not so lucky and as she faces, the consequences of her actions she can become a statistic of circumstances or rise above her shortcomings and learn from this life

In recent years, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) noticed the increase in the number of teens between the ages of nine to seventeen being involved with gangs in the United States. While most people would agree that gang membership is an individual choice, scholars believe that it is more important to shift the focus of these programs from an individual level to a community level. This literature review examines a few of the prevention programs the OJJDP have implemented in the school’s curriculum and after-school

LifeSkills Training (LST) is an evidence based primary prevention program aimed at preventing substance use and abuse among adolescents (Botvin & Kantor, 2000). LST is established on Bandura’s Social Learning Theory and Jessor and Jessor’s Problem Behavior Theory; the theories essentially state that drug and alcohol use is a result of observational learning and an interaction of individual and environmental factors (Spoth, Randall, Trudeau, Shin, & Redmond, 2008). As opposed to only teaching the long-term effects, LST highlights the immediate effects of drug and alcohol use. LST focuses on cognitive-behavior changes and emphasizing skill development in three areas: personal self-management skills, general social skills, and social resistant

I have learned throughout my career in the Navy and my master’s program at Old Dominion University, leaders come in all shapes and sizes. Leadership is a trait some individuals are born with and yet it is a skill one can learn, polish, and continually improve upon. No matter the case, in order for one to become a well balanced instructional leader, one must have a central focus of learning rather than teaching, know how to balance being a supervisor and evaluator, and finally, they must encourage and develop professional growth throughout the organizations culture.

I think and every successful teacher will agree with me that promoting the success of every student is the main value of any educational professional and it is very important for a leader to demonstrate these traits. What is leadership? Some people think that it is good to be a boss and it is easy to rule any organization. Leadership is more than just to rule any organization. It is the development of a practice around a mission or vision and an ability to inspire others to do the same. There are three sets of practices make up this basic core of successful leadership practices: setting directions, developing people and redesigning the organization. Foster (1989) says, “Leadership differs from conventional administration in much the same way that education differs from training (p.10).” This speaks to results- to the why of teaching. And the value of a leader can be determined by their results. If their aim is high-quality education (an admittedly vague term), academic success, and well-being of each student then this is the standard by which they should be judged. Burns admonishes that “power and leadership are measured by the degree of

A leader guides his or her employees in the right direction so that they as a team achieve positive results. A leader helps employees to know the correct methods used in performing daily tasks. A leader focuses on training the employees and assisting them in furthering their knowledge of the industry. Employees look up to leaders and trust that the leaders are guiding them along the correct path.

An effective leader needs to be genuine and true to the values he holds. If the leader is not honest with those he interacts with, they will not trust him for long. Being clear about values allows the leader to help establish a solid setting for the community to build upon. Strong leaders demonstrate the following values: being trustworthy, caring, focused, flexible, direct, knowledgeable, and approachable. By having a foundation that focuses on the importance of education an instructional leader can focus on clarity and purpose. Through having this clarity of focus, a leader is further prompted to be a lifelong learner (Robbins, 2009).

Alcohol and illicit drug consumption are all too prevalent today in high schools, colleges, and all across the globe. Students seeking to fit in or forget about the repetitiveness of school and homework have a tendency to experiment. Drug addiction is known by the scientific community to be a psychological condition based on excessive, obsessive, and compulsive actions. Once that regular user crosses the line into addiction their only concern is their self and their life revolves around the getting, using, and finding ways and means to get and use more. Most people start using drugs and alcohol occasionally, which is a voluntary decision,

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