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National Competency-Based Standards For School Heads Training And Development Needs

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School leaders recognize the importance of classroom instruction to ensure that the teaching and learning process takes place. School heads, as instructional leaders, play an important role in providing technical assistance and instructional support to teachers. Instructional teaching and learning allows students as well as teachers to create a more meaningful learning environment. Instructional leadership refers to the sets of leadership practices that involve planning, evaluation, coordination, and improvement of teaching and learning. It is also referred to as learning-centered leadership (Goldring, Porter, Murphy, Elliott, & Cravens, 2009). It involves setting goals, managing curriculum, monitoring lesson plans, allocating resource, observing and evaluating teachers regularly to promote student learning and growth. Quality of instruction is the topmost …show more content…

These competencies that teachers and school heads should possess are also being evaluated in terms of the different strands The National Competency-Based Standards for School Heads Training and Development Needs Assessment (NCBSSH-TDNA) tool defines the standards as basis of the school heads’ decision making, actions and performance of their function. Its second domain is focused on Instructional leadership where the school head is being evaluated in terms of assessment of learning, developing programs, implementing programs for instructional improvement and instructional supervision. Moreover, another assessment tool is the Competency-Based Performance Appraisal System for Teachers (CB- PAST) which provides wide range of job-embedded requirements of the teachers in their duties and responsibilities and promotes personal growth and professional

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SMART GOAL 1 - Feedback Mechanisms Within the first month of launching a new product, service, or loyalty program, set up a feedback loop by implementing digital and in-person feedback mechanisms to help gather feedback from at least 50% of the participants. Specific: Setup feedback loop for new products, services, and loyalty programs to help analyze customer satisfaction. Measurable

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In the classroom, teachers need feedback that puts them on a path for growth of their content and pedagogy. Being able to support with math Instructional Guides, Curriculum & Quarters-at-a Glance and Impactful Practice is part of the process to high impact on learning. My eighteen-year career experience in the classroom and as a Math School Based teacher Leader has giving me the experience to facilitate the process. Leadership teams at the school level and leadership teams on a District level require to be part of the educational process for success.

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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”.

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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

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It starts with leadership and works down to the teachers. The Board of Trustees is responsible for establishing policies to support curriculum development and evaluation

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The purposefulness of ISLLC is to define the roles of school leaders through a set of common standards, which describe the expected behavioral outcomes produced by K-12 educational leaders. According to ISLLC standards, a school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment (Council of Chief State School Officers, 2002). Standard Three: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. A. Monitor

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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.

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As a teacher leader, I guide and coach others through challenging times and motivate them through their career progressions. I keep teams aligned and work towards shared goals, school goals, and district goals. Foster a sense of collaborative culture and lead by example. I willingly and enthusiastically assist both novice and experienced teachers by sharing teaching strategies, classroom management suggestions, input on finding a work/life balance, and sharing other areas of expertise. As a fifth-grade lead, I helped keep an organized and working unit.

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Educational Leadership Constituent Council Standards Development Based on numerous educational leaders’ experiences and empirical research, the Educational Leadership Constituent Council Standards (ELCC) outline foundational principles of leadership for future and present educational leaders. Educational leaders can use these standards as a guide to help them effectively meet the daily challenges and to assist them in improving student learning and achievement outcomes. Education is changing now more than ever with advances in technology, the changing global economy, cuts in school funding, changing family structures, and higher levels of teacher accountability and student expectations. These changes, undoubtedly, are challenges for school

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With their classroom perspective, teachers an advantage that many administrators and policy makers do not possess. Teachers not only have a better understanding of what changes should be implemented but are also able to see these changes at work and make necessary adjustments along the way. Within our educational system, we must make it a priority to invest in efforts that support teachers in leading from the classroom, acknowledging that teachers are the true experts in their field. Moving to expand teacher leadership roles will also assist in attracting and retaining qualified teachers in the

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When teachers can work closely with their administration, it helps to create a cohesive environment for all that work there. EDUC 502 Foundations and Psychology of Educational Leadership gave me a new insight into the field of administration and their workings. I learned the perspective of administration and working collaboratively with them to improve students’ learning. During this course I learned how to seek and build partnerships with the community which is a huge portion of goal 5. I was introduced to fundamental principles within administrative theories, including organizational, leadership, content, change, and process theories.

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Knowledge Leaders understand how students grow and develop. They understand learning and motivation theories. Leaders understand measurement, evaluation, and assessment of students and teachers. Dispositions Leaders believe in and are committed to providing a safe learning environment with a vision of high expectations of the school, its staff and students. The analyzing of data and collaborating of assessments are used to direct instruction and improve student learning and school improvement.

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The Marzano School Leader Evaluation Model is created on the belief that building strong teachers

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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.

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Teachers are being placed in the center of how schools function and are being asked to aid in crucial decisions about the academic direction of the school (Warren, 2016). Research by York-Barr and Duke (2004), states “teacher leadership roles range from assisting with the management of schools to evaluating educational initiatives and facilitating professional learning communities” (p. 1). While teacher leadership is evolving, the perceptions that teachers have regarding themselves as leaders has not truly been uncovered. This literature review is an attempt to highlight the research surrounding teacher leadership. It begins with the foundations of teacher leadership which includes the history of teacher leadership, the evolving definition of teacher leadership, and finally a summary of current teacher leadership development programs.

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