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    Instructional Leadership

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    Kenneth Villanueva Lagasca
    Instructional leadership involves managing curriculum, instruction, resources and teacher evaluation to promote student learning. The principal prioritizes quality instruction and is committed to teaching, learning and knowledge. Effective instructional leadership requires skills like using resources well, communicating beliefs about education, serving as an instructional resource, and planning and evaluating performance. Principals must balance administrative and leadership roles by focusing on building a community of learners through shared decision-making and improving teaching methods. This involves reducing bureaucratic barriers and reinventing relationships.

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    Instructional Leadership

    Uploaded by

    Kenneth Villanueva Lagasca
    227 views4 pages
    Instructional leadership involves managing curriculum, instruction, resources and teacher evaluation to promote student learning. The principal prioritizes quality instruction and is committed to teaching, learning and knowledge. Effective instructional leadership requires skills like using resources well, communicating beliefs about education, serving as an instructional resource, and planning and evaluating performance. Principals must balance administrative and leadership roles by focusing on building a community of learners through shared decision-making and improving teaching methods. This involves reducing bureaucratic barriers and reinventing relationships.

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    Instructional leadership involves managing curriculum, instruction, resources and teacher evaluation to promote student learning. The principal prioritizes quality instruction and is committed to teaching, learning and knowledge. Effective instructional leadership requires skills like using resources well, communicating beliefs about education, serving as an instructional resource, and planning and evaluating performance. Principals must balance administrative and leadership roles by focusing on building a community of learners through shared decision-making and improving teaching methods. This involves reducing bureaucratic barriers and reinventing relationships.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    227 views4 pages

    Instructional Leadership

    Uploaded by

    Kenneth Villanueva Lagasca
    Instructional leadership involves managing curriculum, instruction, resources and teacher evaluation to promote student learning. The principal prioritizes quality instruction and is committed to teaching, learning and knowledge. Effective instructional leadership requires skills like using resources well, communicating beliefs about education, serving as an instructional resource, and planning and evaluating performance. Principals must balance administrative and leadership roles by focusing on building a community of learners through shared decision-making and improving teaching methods. This involves reducing bureaucratic barriers and reinventing relationships.

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    The key takeaways are that instructional leadership involves setting goals, managing curriculum, monitoring lesson plans, allocating resources, and evaluating teachers to promote student learning and growth. The four essential skills for effective instructional leadership are effective use of resources, communication skills, serving as an instructional resource, and having excellent planning and observation skills.

    The four skills essential for effective instructional leadership according to the passage are effective use of resources, communication skills, serving as an instructional resource, and having excellent planning and observation skills.

    Some ways instructional leaders support continued learning according to the passage are by being involved in professional organizations, connecting with other educators via social media, facilitating staff book studies and webinars, and facilitating collaborative analysis of student work.

    INSTRUCTIONAL LEADERSHIP

    Instructional leadership is the management of curriculum and instruction by a school


    principal. It involves setting clear goals, managing curriculum, monitoring lesson plans,
    allocating resources and evaluating teachers regularly to promote student learning and growth
    and teacher effectiveness. Quality of instruction is the top priority for the instructional
    principal. Instructional leadership is committed to the core business of teaching, learning and
    knowledge.

    Staff members should meet on a regular basis to discuss how to do their jobs better and
    ultimately help students learn more effectively. The following are the four skills as essential for
    effective instructional leadership in principals. Effective use of resources. It is not just enough
    for principals to just know their strengths and weaknesses. Principals should be ready and
    prepared to provide them. Communication skills. Principals should be excellent
    communicators. They must be able to communicate their beliefs pertaining to education.

    Serving as an instructional resource Teachers rely on principals and other administration


    officials to be the sources of information related to effective instructional practices and current
    trends in education. Instructional leaders should be tuned in to all of the pertinent issues and
    current events related to curriculum, effective assessment and pedagogical strategies.

    Excellent planning and observation skills as well as proficiency in research and evaluation pf
    both staff and student performance.

    2015 University of Washington Center for Educational Leadership

    LEADERSHIP INSIGHTS UPDATED OCTOBER 23, 2018

    FOUR INSTRUCTIONAL LEADERSHIP SKILLS PRINCIPALS NEED

    By The Room 241 Team – April 2013

    Instructional leadership requires the school principal to wear many hats. At various
    times, principals must be administrators, manager, diplomats, teachers and curriculum leaders,
    sometimes all within one school day. Principals and school leaders continue to strive for
    balance and proficiency in their roles as instructional leaders.

    The role of instructional leader should be expanded to incorporate a shift away from just
    “management” or working in terms of administrative tasks, and move toward an emphasis on
    leadership. In order to achieve this objective, a strong principal with solid ideas is not enough;
    success will require a redefinition of the role of the principal. Barriers to leadership must be
    removed by reducing emphasis on bureaucratic structures and procedures. Relationships must
    be reinvented.

    The dramatically different role of principal as instructional leader has been described as
    one that must focus on building vital community or learners. It also requires share decision-
    making and, in a sense getting back to basics. It will require leveraging of time, the support of
    ongoing professional development for staff members, creating a climate of integrity, using
    resources to support a diverse educational game plan and plenty of room for inquiry and
    improvement.

    For principal to truly thrive in the role of instructional leader, they will have to work to
    liberate themselves from being mired in the bureaucratic aspects of teaching. They will have to
    redouble their efforts in improving learning and teaching methods. Improvement in instructional
    methods is a goal worth seeking. When successfully implemented, instructional teaching and
    learning allow students as well as teachers to create more meaningful learning environment.

    Instructional Leadership aims to improve student learning and teacher effectives.


    According to a meta analysis of 30 studies, in Viviane Robinson’s Influential 2011 book Student
    Centered Leadership, Leadership practices differ in terms of impact. Leadership Practices:
    Leading teacher learning and development, Ensuring quality teaching, Establishing goals and
    expectations, Resourcing strategically and Ensuring an orderly and safe environment.
    Throughout this guide, there are strategies that align with the leadership practices: Visit
    classrooms more often, either announced or as a surprise, regularly watch the teachers teach.
    Offer corrective feedback, work with them to create relevant goals, hold targeted conversations
    and meetings , provide professional development opportunities, and find common strengths
    and weaknesses among teachers and students.

    Furthermore, the National Association of Elementary School Principal strongly


    recommends sitting in classrooms more often as a way to improve relationships with teachers,
    by virtue of showing investment in student learning.

    Give “SBI” (Situation Behavior Impact) framework feedback.

    Model how to apply feedback In a professional development session consider modeling how
    to process feedback, recording the situation, behavior and impact for future reference and
    analysis; brainstorm or ask for a solution that is relatively easy to apply and use the solution,
    reflecting on its effectiveness and considering if a different solution is necessary.

    Coach based on “will” and “skill” Not all teachers require the same kind of instruction. One-
    on –one discussion should be more productive.

    Set SMART goals with your teachers

    Write reflections Keeping a journal about how you work helps others can boost productivity.
    Recording notes about how to achieve goals and dreams is positively correlated with happiness
    and strong mental heath

    Reflect and plan as a team- Regularly sharing reflections and planning as at team can inform
    and empower your teachers.

    Expand your PLN A stagnant personal learning network inherently restricts your ability to lead
    teacher development. Cultivate your PLN through attending workshops and conference to learn
    and connect with other principals, search for groups across social media, join or browse social
    media conversations. Belonging to such a network positively correlates with confidence to
    improve culture and classroom practices.

    Encourage culturally-responsive teaching Consider instructing your teachers about bringing


    in diverse guest speakers, offering opportunities for peer teaching which helps students
    improve knowledge recollection and general social development.

    Implement peer coaching Elements of effective peer coaching include Conducting initial
    meetings with peer, establishing trust and goals.

    Promoting growth mind set Start instructing teachers about these strategies by using diverse
    approaches and encouraging elaboration.

    Stay positive It is one of the most straightforward yet difficult aspects of leadership. The
    following approaches help you to model throughout your daily duties: Goal setting, resiliency in
    the face of hardship and confidence to take challenges.

    The Seven Habits of Highly Effective Instructional Leaders –Julie Adams- AMLE Magazine,
    October, 2016

    Instructional Leaders Understand Neuroscience- They provide professional development


    opportunities and resources to ensure routines, expectations, learning experiences and
    assignments are developmentally appropriate, while simultaneously fostering healthy brain
    development.

    Instructional leaders are Connected Lead Learners- As society changes, students and
    teacher needs change. Education is an evolving entity. It is imperative that educators evolve as
    well. To remain current, instructional leaders model and demonstrate the importance of
    continued learning. Instructional leaders are often involve in one or more professional
    organizations, they are also connected to other educators via social media, facilitate staff book
    studies, webinars, and collaborative analysis of student work. These opportunities provide
    continued growth, collaboration,, and networking with others in and outside districts and
    maximize resources and learning capacity.

    Instructional Leaders Support Content and Comprehension Instruction- Instructional


    leaders know that effective teaching is not a rocket science, it is far more complicated. Making
    school relevant to students requires that we teach students both content and comprehension.
    An instructional leaders’ expertise and instructional resources are invaluable in helping others
    develop the knowledge and skills needed to increase student achievement . Effective teaching
    and learning requires competence, confidence, comprehension. Instructional leaders provide
    the support in which to meet those goals.

    Instructional leaders STOP, collaborate and Listen- Instructional leaders develop


    instructional leadership capacity in others by investing the time and effort to meet with novices
    and veterans to clarify what is needed for success to occur. They also provide the resources
    and support in which to meet these goals.

    Instructional leaders promote Peer Coaching and Observation Opportunities. An


    effective way to evaluate and develop our skill sets is to participate in peer coaching. It focuses
    on colleagues observing each other a few times per year and analyzing data to encourage
    reflection and growth.

    Instructional leaders Encourage Growth Mind Set through Reflection

    It can be developed by reflecting on mistakes and persevering to make adjustments to increase


    success. Instructional leader foster growth mindset in colleagues by modelling and practicing
    reflection.

    What was the content objective of the lesson?

    What was the critical thinking objective for the lesson?

    Were the objectives met? If so, what did students do throughout the lesson to meet
    those objectives?

    What changes would you make to the lesson? Why these changes?

    What are your teaching strengths and What would you like to improve?

    How do you promote positive relationships with students to learn from mistakes?

    Instructional Leaders Adjust Support based on Need. An instructional leader coaches a teacher to
    develop goals and provide the proper support based on the educator’s needs. An IL crafts plan that
    includes learning experiences, training, and mentoring to help this teacher move into the high will/skill
    range. Realizing the need to differentiate, an IL adjusts, support based on a teacher’s will and skill levels
    to increase teacher effectiveness.

    NEW THINKING THINKING ABOUT INSTRUCTIONAL LEADERSHIP


    (Eileen Horng & Susana Loaeb)

    Schools that improve student achievement are more likely to have principals who are
    strong organizational managers than are schools with principals who spend more of their time in
    observing classrooms or directly observing teachers. Strong organizational managers are
    effecting in hiring and supporting staff, allocating budgets and resources and maintaining
    positive working and learning environment. Schools that demonstrate academic improvement
    are more likely to have effective organizational managers. They found out that when principals
    spend more time on organizational management activities, school outcomes are better,
    including student test-score gains and positive teacher and parent assessments of the school’s
    instructional climate.

    Prepared by
    JESUSA V. LAGASCA

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