Name: Delos Santos, Kyla V.

Year & Section: BEE-EGE III-2

I. Instructional Leadership

II. Introduction or Rationale of the topic

As defined by de Lima (2008), the ability to involve colleagues
collaboratively in mutual learning and development, with the main purpose of
improving teaching and learning. 

Education leaders who have the knowledge and ability to improve the quality of
instruction and enhance student achievement.
Instructional leadership refers to what instructional leadership roles teachers
can play in their classroom settings or in the virtual environment so that learners
can achieve the desired learning outcomes. In general, it may refer to the whole
process of teaching and learning. It is part of the so-called educational leadership,
which includes also administrative leadership.
School leadership activities and focus on instruction. These activities include
teacher instructional support, curriculum development and implementation, and
assessment of instruction.
The goal of instructional leadership is to design the school environment
completely in line with instruction. It is composed of three dimensions: defining
the school’s mission, managing the instructional program, and promoting a
positive school climate. 
III. Contents and Discussion
Characteristics of Instructional Leadership
1. Instructional leadership is learning- centered. Learning for both student and
adults and learning which is measured by improvement in instruction and in
the quality of student learning.
2. Instructional leadership must be reside with a team of leaders, of which the
principal serve as the “leader of leaders”.
3. A culture of public practice and reflective practice is essential for effective
instructional leadership and the improvement of instructional practice.
 School-based management (SBM) is a strategy to improve education by
transferring significant decision-making authority from state and district offices to
individual schools. 

IV. Reflection or Insight

To achieve school improvement, school leaders must help teachers and parents think beyond
the strategies of reduced class size and traditional schools that have been organized around
one classroom teacher in each classroom and many specialist teachers. This kind of change is
not easy, but it is clear that old strategies have not satisfactorily improved learning results
over the past several decades. Leaders must orchestrate multiple changes that provide
opportunities for teachers to work in teams, focus resources effectively on curriculum
development and implementation, and establish accountability for results