The Curriculum And Instruction Programs

The entire Interstate School Leaders Licensure Consortium Standards focus on actions/ skills that leaders should be modeling in their schools, and there is not one standard that is more important than another. Leaders should be concentrating on how to make the learning environment more effective for student learning. In this essay I will give the challenges faced in that standard and the purpose of the standards and how do they impact that educational community.

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.

At the beginning of the school year, administration will present the plan to teachers and staff and explain the importance of the academic integration and the positive outcomes that are possible. A “Leadership Team” will formed consisting of experienced literacy, math, and CTE teachers, an administration member, and the curriculum director. The Leadership Team will be responsible for evaluating academic standards and CTE standards and forming a literacy and math plan that can be implemented in CTE courses. The Leadership Team will also be responsible for developing ongoing teacher training to include literacy and math in CTE courses and correspondence with literacy and math teachers.

Build human capital that will drive our school progress toward school goals by improving teacher and leader capacity.

As an emerging instructional leader, Part 2: Policies and Programs provides a framework for improving schools. Danielson states how difficult it is to accomplish institutional change (Danielson, 32); however by giving careful consideration to school organization, policies and practices affecting students and faculty and school and community relations improvement is

Future school leaders are expected to understand, address, and solve problems they will encounter (Copland 2000). School leaders must also be able to anticipate a problem before it happens. Problems that school leaders are faced with can be identified as routine, structured, or ill-structures problems. Routine and structured problems are the familiar issues that leaders face, ill -structured problems are more complex. Ill-structured problems are more complex and lack clarity and present numerous obstacles. The ill-structured are the situations that are unforeseen and cannot be anticipated. The Interstate School Leader Licensure Consortium or ISLLC has developed six standards that provide a foundation for thinking about ill-structured problems.

Effective leadership has been identified as a critical component for guiding school improvement; however, leaders who fail to establish a vision supported by thorough analysis of student performance data will be unlikely to focus instructional changes in critically needed areas.

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

The purpose of this “Purpose, Reflective Practice, and Career Goals” paper is to reflect on how the Education Specialist program in Leadership in Educational Administration will help me to build upon my leadership skills and provide me with the knowledge and tools necessary to effectively lead a school district dedicated to improving student achievement. In this paper, I explain how the program aligns with my career goals of becoming a school district superintendent and the importance of lifelong learning for educators. According to Rüprich & Urhahne (2015), teachers should set goals. I consider myself a lifelong learner with the ability to build leadership capacity and support instruction. Additionally, the Paper highlights the benefits of the program at Capella University as well as the usefulness of the available resources and the impact they will have on my learning during this journey.

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

An effective curriculum depends on its design. When developing and planning a curriculum, educators must focus on student success. According to Danielson (2002), “educators follow clearly defined steps that are designed to link the local curriculum to state and district content standards” (p. 81). Once a state has established a Standard Course of Study, educators can design a curriculum that will provide the most appropriate education possible for the diverse learners in that state. This will prepare students to become successful, contributing members in a 21st century society and

There are many things that influence academic achievement in schools. The most effective change agent affecting how a teacher instructs is the principal (Goff, Edward Guthrie, Goldring, Bickman, 2014). An effective leader can influence and have a positive impact on all stakeholders (Schmidt-Davis &Bottoms, 2011). This makes the principal 's leadership vital.

Reitzug, West and Angel (2008) discuss four dominant conceptions of instructional leadership—relational, linear, organic and prophetic. In a relational instructional leadership, increased learning and improvement in instruction does not occur as a result of working directly with the instructional program but rather as a byproduct of relationship building—principal with students, staff, community, etc. Linear instructional leadership assumes that systems can be designed so that one action, structure, or procedure will lead to a desired outcome, which will then cause a chain of desired outcomes. Organic instructional leadership asserts that instructional components cannot be addressed in isolation but as a whole. Prophetic instructional leadership

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,

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