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Roles and responsibilitiesof instructional leadership
Instructional leadership theory
Instructional leadership theory
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The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.
Role of Instructional Leader According to Mountain View Middle School’s principal, Wes Jensen, the role of the instructional leader, in a nutshell, is to create a positive learning environment that students, teachers, and community members want to be a part of and can be successful in (W. Jensen, personal communication, May 22, 2018). He strives to create this environment by building and sustaining an educational vision for MVMS, having participative leadership, using data to make instructional decisions, and building a professional community through PLCs. In fact, at MVMS, PLCs have been instrumental in creating the infrastructure needed to generate collaborative activity and a collective responsibility among staff members. As an instructional
As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff. With the growing diversity of students within our school and community, as an educational leader I will need to be able to understand the relationship between social justice, school culture, and the community. I will determine what opportunities are available within our community, discuss with the stakeholders our beliefs, perceptions, and attitudes that will shape and influence the way our school will be run. I will have to learn how to recognize the differences of
2). There has been a shift in what effective leadership looks like over the years. The role of a principal has transitioned from a hierarchical system, in which the principal is the educational expert, to a shared instructional leadership role that encourages collaboration between the administration and teachers as well as between teachers and their colleagues (Marks & Printy, 2003). “Shared instructional leadership involves the active collaboration of principal and teachers on curriculum, instruction, and assessment,” (Marks & Printy, 2003, p. 371). With this approach, the responsibility for curriculum development as well as professional development and supervision of classroom instruction is shared, fundamentally changing structure and culture within the school.
Wallace, I have added some new aspects to my list of outstanding leadership skills. This includes being punctual, firm yet fair, and using easy to understand language. Leaders for a highschool activity should always be on time. If your leader is always late, that takes away from useable rehersal time, but if they show up when they are supposed to, you will be able to get done what needs to be done to make the program the best it can be. Also, future leaders really need to learn the concept of firm yet fair.
Teaching assistant should use strategies and techniques to make pupils follow instructions such as: prompting shy or reticent pupils, translating or explaining words and phrases, reminding pupils of using teaching points that were made by a teacher, using correct language and vocabulary, making sure that pupils understand what is asked of them and carry the task out, helping pupils to use resources that are relevant to the learning activity. When pupils lack motivation, Teaching Assistant should be aware of the impact that his/her verbal comments and body language have on them. In order for Teaching Assistant to be a good motivator, he/she should follow the tips bellow: - Teaching staff should always show their honest appreciation about a pupil
The principal communicates high expectations to staff, utilizes multiple data points, develops teachers through coaching, and works collaboratively to develop P.D. goals. Assists with developing a continuum of effective P.D. activities, and works with district and campus leaders to ensure effective/reflective decision making. Competency 006 - The principal will utilize selection, placement, and retention practices to ensure high quality teaching and develop
5 strategies that a teaching assistant might use to support literacy development: 1.Improving language which means building children’s vocabulary. Vocabulary is very important. It is needed to communicate, to understand others and to express own ideas. Building and improving vocabulary will improve reading and writing skills. In order to improve children’s vocabulary teaching assistant could make sure to provide children with a language-rich environment.
Doctors Joseph and Jo Blase, a husband and wife duo who both teach educational leadership at the University of Georgia, author the book Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning; thereby, adding to an already expansive collection of scholarly articles coauthored by them on the subject of educational leadership. In this book, the Blases accomplish two tasks: outlining how principals should apply instructional leadership skills while performing their job, and how principals should maintain positive relationships with their teachers while still effectively leading. To accomplish these tasks, the authors divide up the book into brief chapters that each deal with either an attribute of instructional
Enhance Student Learning 1) Identify Student Learning Needs a) Throughout the year (ongoing) b) Tailor instruction to meet student learning needs c) Assessment data used to drive instruction/remediation 2) Support a) Identify neediest students/ Title I, ELL, SPED b) Identify student knowledge/performance gaps c) Share student information/common planning d) Effective use of support staff i)
Definition of Classroom Management Classroom management is a broad category that encompasses the type of environment in which students will be learning in, as well as the rules and procedures put in place for said students. It is important to note that classroom management does not equate to discipline, as that is considered to be behavior management. Effective classroom management will create an organized and structured environment that maximizes the amount of instructional time along with learning done by students. Through effective classroom management students will learn to be responsible, engaged, and productive within their classroom.
Leadership is an innovative process that aligns professionals with a goal, objective or vision statement. Leadership is defined as emerging and supporting a vision for instructing by learning and communicating a visional statement effectively. Leadership exemplifies the art of leading others to deliberately create a result. In leadership, leaders display themselves as a guiding tool for others in this case for teachers. In leadership, it is important that leaders coordinate the effective management of resources, namely time, material and people, to ensure that they are conveying an effective teaching and learning environment.
Gene therapy’s promise to cure the incurable creates mass-support because of the medical appeal however this appeal neglects the ability of the scientific community to follow through. Gene therapy’s public release opposes the global movement for health equality and safety because of the physical inaccessibility, financial barriers, and unpredictable risks. Because gene therapy is only offered in few specific locations, it is inaccessible for a large majority of the world; equality based on physical boundaries has not yet been established for this new treatment. Katelin Peterson et al. in Personalized Medicine, Availability, and Group Disparity describe how gene therapy is more available to certain ethnicities, primarily Caucasian (211).
he/she has the responsibility to teach all students in the most effective way. To become an effective teaching today
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.
