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Instructional Leadership
Many educators believe that principals should play the role of instructional leader, and not just school manager ( Fink & Resnick, 2001). The reality is, however, that the many demands on a principal's time and management skills make it difficult for most of them to spend time in classrooms, except, often, when performing teacher evaluations. While principals often make sure teachers have opportunities for professional development, they themselves rarely have any time to directly affect their teachers' professional growth ( Fink & Resnick, 2001). At the same time, parents, the media, and government at local state and national levels have openly questioned whether our schools, and by extension our teachers, are doing an adequate job of teaching (Johnson et. al., 2000). One expert in the field, a principal himself, suggests that the solution is for principals to share the role of instructional leadership with teachers (Hoerr, 1996).
The approach of sharing instructional leadership with teachers can present some organizational challenges. Typically, school districts are firmly divided into two professional tracks: the "administrative track, which includes...
The other track includes the staff hired to foster curriculum development sometimes called instructional or professional development ( Fink & Resnick, 2001). Thus, in most schools and districts, the philosophy and organization tend to steer the principal away from instructional leadership. This division is accentuated by the profession of individuals through educational administrative levels. Typically a person has to choose between administrative roles (principal, superintendent) or instructional leadership (curriculum development), and it can be difficult to move between the two ( Fink & Resnick, 2001).
Virtually every school district in the country is making efforts to improve teaching, and, thus, student learning (Johnson et. al., 2000), recognizing that when schools fail to teach well and/or students fail to learn well, the problem is usually multifaceted and involves many components of the school and school district. To bring real change, some experts argue that schools must change the very way they operate. They suggest that successful schools create an atmosphere where teachers…
BIBLIOGRAPHY
Fink, Elaine, and Resnick, Lauren B. 2001. "Developing Principals as Instructional Leaders." Phi Delta Kappan: 82.
Hoerr, Thomas R. 1996. "Collegiality: A New Way to Define Instructional Leadership. Phi Delta Kappan: 77.
Johnson, Jeannie Pritchett; Livingston, Martha; Schwartz, Robert A., and Slate, John R. 2000. "What Makes a Good Elementary School? A Critical Examination." The Journal of Educational Research: 93.
Instructional Leadership What did the author say? Halverson, Grigg, Prichett & Thomas (2005) propose in their article, presented before the National Council of Professors Educational Administration, a new analytic framework for understanding instructional leadership. The authors propose that educational leadership is a dynamic process, one that cannot be manipulated through one answer alone. Rather, the authors propose that education is as dynamic as the world itself. Students are diverse. They require complex
Instructional leadership and professional development are some of the most important components towards enhancing the effectiveness of teachers with regards to learning outcomes and achievement of the required educational standards. This is primarily because instructional leadership and professional development are focused on student learning and achievement. School districts are increasingly recognizing the need to promote instructional leadership and professional development of educators in order to enhance student learning and achievement.
Professional Standards for Educational Leaders (PSEL) The concept of instructional leadership posits that strong leadership in education focuses on curriculum and instruction (Mitchell, Kensler & Tschannen-Moran, 2015). As an instructional leader, therefore, it is important to have a deep understanding and personal sense of the Professional Standards for Educational Leaders (PSEL). This paper will examine PSEL’s Standards 1-10, summarize each standard and describe my role in relation to each standard. Standard 1:
As Hill (1996) sees it, the differnce between instructional leadership of the previous decade and instructional leadership of the present and the future is that leadership of the past focuses on teaching and learning, whereas leadership of the present and future involves principals spending more time establishing appropriate preconditions for education and following through with interventions aimed to improve the learning experience. Principals, therefore, have to be experts in a
Curriculum and Instructional Leadership: A commitment to life-long and self-directed learning is essential for effective learning-centered curriculum and instructional leaders. These leaders need to have a deeper understanding of the way students learn and their level of learning. In most cases, effective instructional leaders are extremely committed and involved in both curricular and instructional issues that have a direct impact on student accomplishment ("What is Instructional Leadership?" 2005). Currently, efficient school
Leadership Styles Among Male and Female Principal It is the intention of this research to study the leadership and cognitive styles of teachers and instructors of both genders within the educational system and their preference for types of leadership in a principal of that institution. The research will include teachers and educators from all levels of the educational system from grade school to high school. The study will also include teachers and