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Reporters: ES and HS Teachers of San Fernando
as opposed to other kinds of leadership. Research indicates that ³it is hard to pinpoint the exact verse of the term instructional leadership. Even though at the building level.INSTRUCTIONAL LEADERSHIP ³Inducing followers to act towards goals that represent the values of both the leaders and the followers. and on instructional leadership. not merely maintenance.´ Getting the job done through other people.´ The phrase instructional leadership is popular among many researchers. implies a focus on development or improvement. an administrator is usually involved in a variety of situations that call for leadership probably the most important area for which an administrator has leadership responsibilities is the instructional program.´ This definition.´ In part. although broad in nature. the attention to this concept has emanated from the initial studies of school effectiveness which identified the ³principal as instructional leader´ as one of several critical factors in effective school. ` ` ` . Instructional leadership may be defined as those ³actions undertaken with the intention of developing a productive and satisfying working environment for teachers and desirable learning conditions and outcomes for children. policy makers and school reformers due to current pressures for accountability and excellence.
financial. The Press of Other Duties. or human ± can be a serious obstacle to instructional leadership. problem free situations with excellent instructional programs and staff. Some situations involve more instructional problems. 2. Responsibilities other than instructional leadership frequently pressed for administrators time and drain their energy. they really do not have the time. Administrators may want to lead. If administrators are in very stable. there may be less opportunity or need for instructional leadership.OBSTACLES HINDERING INSTRUCTIONAL LEADERSHIP 1. The lack of resources . physical. leaving them with the feeling that they are spread to thin and tough they would like to be instructional leaders. Exercising instructional leadership takes time and energy over and above that which must be spent on administering school or school district. crisis and major issues necessitating the instructional leadership of the administrators than do others. But if the resources necessary to implement their leadership are inadequate. and the situation and expectations of others may call for their leadership. . 3. administrators face a significant constraint. The Nature of the situation. The Extent of Resources.
When administrators do not possess the appropriate personal qualities needed. vision of commitment. Unfortunately. when one considers the risks frequently associated with instructional leadership. in all too many school districts. The Degree of Incentives. .4. 5. and yet. Also. Administrators should not need much incentives to adopt the role of instructional leader. Administrators own personalities. the absence of those characteristics can be self constraining. The Personal Qualities of Administrators. incentives appear meager in comparison. there is very little incentive for administrators to function as instructional leaders. human relation skills and so forth can constrain the exercise of effective leadership. some compensatory incentive or reward probably is needed. Those who make the attempt seldom receive much recognition or sustained encouragement from their superiors and in many cases are subject to stle. in school districts where one or more of the previously mentioned obstacles are operating. (and sometimes not so subtle) pressure from colleagues to behave in a way not too much different from the other administrators.
14. General Characteristics 1. 4. 11. 5. 12. 8. Observation Common sense Intuition Have clear informed visions Translate visions into goals Continuously monitors progress Intervene in supportive or corrective manner High energy Assertiveness Ability to assume the initiative Openness to new ideas Tolerance for ambiguity Sense of humor Analytic ability Practical stance toward life . 6. 2. 7. 15. 3.CHARACTERISTICS OF INSTRUCTIONAL LEADER A. 10. 13. 9.
strong principal behaviors 1. 3. 7. 4. Demonstrating a commitment to academic goals Creating a climate of high expectations Functioning as an instructional leader Being forceful and dynamic leader Consulting effectively with others Using time well Creating order and discipline Marshalling resources Evaluating results. 8. 6. 9. 2. . 5. According to Persell and Cookson.B.
Principal who displays STRONG instructional leadership 1. students. parents and community Functions as a leader with direct involvement in instructional policy 4.C. 3. 5. characterized by tone of respect for teachers. 2. Places priority on curriculum and instructions issues Is dedicated to the goals of the school system Is able to rally and mobilize resources to accomplish the goals of the school Creates a climate of high expectations in the school. .
The principal as resource provider The principal as instructional resource The principal as communicator The principal as visible presence . 2. 3. 4.ROLES OF INSTRUCTIONAL LEADERS 1.
The principal as resource provider ` The instructional leader demonstrates effective use of time and resources The instructional leader demonstrates skill as a change master by establishing an ongoing process for planning and making necessary changes within the school while developing a feeling of individual/group ownership. ` ` ` . The instructional leader demonstrated the ability to motivate staff members The instructional leader knows staff members strengths and weaknesses and knows about instructional resources that may be helpful to them.
` ` ` ` . The instructional leader knows the importance of student learning objectives to the instructional program. using strategies that focus on the improvement of instruction In the process of assessing the educational program.The principal as instructional resource ` The instructional leader demonstrates the ability to evaluate and reinforce appropriate and effective instructional strategies The instructional leader supervises the staff. the instructional leader uses student outcome information that is directly related in instructional issues The instructional leader demonstrates successful application of the district¶s evaluation policies.
and students The instructional leader demonstrates skill in working as a team member ` ` ` ` ` . The instructional leader speaks and writes clearly and concisely The instructional leader applies skills and strategies of conflict management that satisfy the interest of both parties in a practical and acceptable manner The instructional leader facilitates groups in selecting courses of action through problem-solving techniques The instructional leader demonstrates the ability to use a variety of group process skills in interaction with staff. parents.The principal as communicator ` The instructional leader demonstrates the ability to evaluate and deal effectively with others.
The principal as visible presence ` The instructional leader works cooperatively with the staff and the community to develop clear goals that relate to the district¶s mission The instructional leader is visible to the staff. students. and parents at the school ` .