The Shared Leadership Initiative

Donna Meda

Grand Canyon University: EAD 533

August 4th, 2021

 The Shared Leadership Initiative

Measurable Criteria

I have chosen to describe the process it takes when hiring a non-teacher leader such as a school’s

instructional coach. The objective of an instructional coach would be to learn the curriculum and guide

teachers on the curriculum to succeed in the classroom. The ideal instructional coach will analyze the

student assessment data to find gaps and possible solutions, is willing to attend professional training to

further their knowledge on the matter, will research the curriculum to find innovative ways to help

teachers implement it in the classroom and keep students engaged, and have great communication skills

when contacting curriculum trainers for clarification to ensure the information that is being shared is

current and actual. The instructional coach candidate must find other resources to support the

curriculum, match the curriculum to technology, train teachers on the curriculum and strategies

mentioned previously, build strong relationships with teachers to inspire them to do better for their

students, observe teachers teaching the curriculum in their classroom, and coach the teachers through the

coaching cycle. Building strong relationships with teachers will ensure that teachers will feel

comfortable asking questions about the curriculum, will show respect, and accept feedback.

Communicating often is key to ensure the teacher is teaching successfully.

Protocol

The instructional coach must be committed to building a positive school culture by ensuring that

the foundation of their duties with staff members is based on the school’s vision and mission. The

expectations will be shared, too. By doing so, this candidate is guaranteeing the students are the focus of

our school. Whatever benefits students must drive all decisions. The instructional coach will follow the

professional development program established in the school for teachers. This will ensure teachers learn,
collaborate, try, assess, reflect, and be guided. The instructional coach will emphasize the importance of

collaborating to establish trust between all teachers and administration. As the administration, we will

ensure the instructional coach is up to date on student assessment data results to continue the research

and the guidance. This and other decisions made will guarantee that the preparation will be focused on

helping students succeed such as reviewing the end of the year student assessment data after the new

strategies have been implemented for a while. The coach must compare both assessments, find out how

the new curriculum knowledge is helping, and continue to encourage teachers to teach the curriculum

faithfully in their classrooms. Students must be challenged and provided with new opportunities of

learning to succeed.

Strategies

To promote effective team dynamics, meetings will often be scheduled in groups depending on

the department or area of concern. Meetings would also be scheduled one-on-one when providing

opportunities of reflection and feedback. The principal must attend some meetings to ensure protocols

are being followed and all stakeholders involved are committed. Others will be in teams such as in a

PLC where teachers can learn together, share, ask, and provide answers to each other. PLCs will be

executed to share ideas and help one another during unit planning using the curriculum. Professional

training will be scheduled throughout the school year to ensure teachers are up to date on concepts and

strategies. The instructional coach will find strategies to encourage staff members to participate. This

coach will lead by example and acknowledge staff members on their preparation skills, participation,

collaboration with other staff members, and implementation successes. Those successes must be

celebrated by encouraging successful staff members to become leaders themselves by sharing their

knowledge with others.