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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: Mission, Vision, and Core Values
This standard holds that effective educational leaders create, promote and embody and mission, vision and core set of values that can be shared by all stakeholders within the educational system (Professional Standards for Educational Leaders, 2015). As I do not have a great deal of experience in creating such a vision, this is one standard that I need improvement in. For most of my educational career, I have followed others in the sense of accepting and adhering to their vision or to the common values and ideals presented in my workplace and academic environment. To go out and prepare this vision for others, as a leader, is a skill that I need to develop.
Standard 2: Ethics and Professional Norms
This standard holds that leaders should always be ethical and behave in accordance with the accepted norms of their profession, the end goal being to assist students in their academic development ((Professional Standards for Educational Leaders, 2015). This is an area that I feel especially proficient in, as I have always adhered to the ethical principles and values of the community and profession in which I am situated. As an instructional...
The object of this standard is to advance all students’ academic careers, and I am confidently proficient in this area (Professional Standards for Educational Leaders, 2015). My experience in multi-cultural schools and my global perspective frees me to be supportive of all cultures and to promote equity among all students. Cultural responsiveness is a critical aspect of promoting inclusiveness and fostering a spirit of community within the school.
Standard 4: Curriculum, Instruction and Assessment
Educational leaders should foster systems of education that are challenging and solid in terms of curriculum, instruction methods and methods of assessment (Professional Standards for Educational Leaders, 2015). In this area, I could use some improvement, as I have too little experience in truly creating a curriculum or implementing an instruction method that can really help all my students. In my experience, I feel like even when I use a variety of approaches and assessments, I am always still losing a handful of students between the cracks—so I would like to address this issue as an instructional leader in the future.
Standard 5: Community of Care and Support for Students
While I struggle with finding ways to reach all my students in the classroom, I truly do care for them all and—even…
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
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.
4) Relying soley on anecdotal evidence and/or district wide standards for evaluation, that may not be based upon classroom use, but is rather based on novice understandings of educational needs is an error that must be eliminated from the school. School principles are increasingly exposed to for profit pulls and tugs of educational programs of technology that utilize standards that are untried and yet toted as "best practices" based
Educational Leadership Comprehensive Exam - Educational Leadership Theoretical and conceptual knowledge There is increasing interest in educational leadership in this current century. This can be attributed to the belief that making differences in the educational sector and impacting student outcomes requires quality leadership. All over the world, there is increased recognition of the need of schools to have effective and efficient leaders and mangers in order to provide quality education to students. In
Through the role of the principal, we can consider a number of differing approaches to educational leadership and how they manifest in light of today's most pressing challenges. Considering Transformational Leadership, Political Leadership and Strategic Leadership, we will establish a greater understanding of the value in this diversity of perspective. Such diversity is necessary because of the principal's unique role in both the lives of teachers and students, serving simultaneously
I will and have been using a journal of activities to measure these goals as well as the total goals of my day-to-day work. In this respect I will be trying to eliminate one of my flaws; that of being a know-it-all at times. There are certain points where I go off on tangents trying to solve the unsolvable. I can waste a great deal of effort tin trying to