This standard addresses the need to prepare instructionalleaders who value and are committed to educating all students to become successful adults. Each instructional leader is responsible for creating and articulating a vision of high expectations for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens. This requires that instructionalleaders be willing to examine their own assumptions, beliefs, and practices; understand and apply research; and foster a culture of continuous improvement among all members of the educational staff. Such instructionalleaders will commit themselves to high levels of personal and organizational performance in order to ensure implementation of this vision of learning.
Instructionalleaders need to know what is going on in the classroom; an opportunity ‘to walk the factory floor’. Many a time, Principals are not in touch with what is going on at the classroom level and are unable to appreciate some of the problems teachers and students encounter. The tendency is to address instructional issues from the perspective when they were teachers. Principals need to work closely with students, developing teaching techniques and methods as a means for understanding teacher perspectives and for establishing a base on which to make curricular decisions. Also, a teaching principal strengthens the belief that "the sole purpose of the school is to serve the educational needs of students" (Harden, 1988). Whitaker (1997) identified four skills essential for instructional leadership:
Principals generally remarked that instructional leadership is a diverse role. When principals were asked to trace the effects of their roles as instructionalleaders on academic performance in grade 12 and exemplify this with any subject. Two principals mentioned mathematics. Ms Nene emphasised that ‘we are very strong in mathematics …’, while Mr Sky was proud of the improvements they have made in mathematics ‘… as we speak now they’re at 77,5%’. Consistent with literature, Mr Star in his dissatisfactory derision remarked that with the 30 and 40 percent minimum pass rate for subjects, ‘even the frightening thing of free tertiary education, has impacted only 5% of kids from quintile 1, 2, and 3 schools’. Furthermore, principals identified monitoring of instruction as their management role as instructionalleaders while influencing, showing direction and networking viewed as a leadership role. Ms Nene stated that ‘the general ethos is influenced by leadership. Umh, good relationships, for me, with the governing body, with staff, with parents, with learners; utmost important’. Notably, the three high school principals seemed not sure of any national education policy that shape their roles as instructionalleaders. They were all explicitly asked this question. One could not give any but said ‘there are a lot of policies in place, I’ve just mentioned the disciplinary policy’ (reefing to the own school). One said ‘Mam that’s a very broad question that you are asking. But let me see if …’. Then ended up mentioning the Employment of Educators Act. The other principal after a moment, mentioned the SASA and saying that ‘which also states that the principal represents the Head of Department at the school’. Only the two former Model C high schools had SGB employed educators (shown in brackets in the table). Next, I focus on the meanings of my study if they were articulated by the three high school principals.
School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructionalleaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructionalleaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
The study found that the head teachers of schools A and B have a good leader plus aspect, capable of building relationships and have the influence to manage these relationships. Evidence showed that student performance in these two schools was higher as compared with school C. Cohen and Ball (as cited in Spillane, 2001) mentioned that too understand collaborative leadership, good interactions among all the instructionalleaders and students are important. Most interactions occur in the staff meetings which were held at least three times a year. Interactions could be seen during the supervision session which is held once a year. Besides that, interactions also were done during the school assembly, eating at the school canteen, etc. Good interaction definitely builds good relationships.
InstructionalLeaders in Early Action for Success work directly with teachers in the early years of school and are often present in classrooms. They contribute to organisational management in planning appropriate support and resources to gain the shift for those students identified as being below grade expectations in literacy and numeracy.
Instructional activities in school library programs are crucial to school wide efforts to meet academic performance goals set by school administrators for P-12 students. Consistent delivery of quality instruction in school library programs, by an effective school library specialist (instructional leader) does impact students, teachers, and school library professionals worldwide. Effective, certified school librarians provide support and partner with classroom teachers in collaborative efforts used to engage P-12 learners in the mastery of concepts, standards, and/or learning objectives. These partnership that should exist between two educators- teacher and school librarian- are often the difference between an effective school library program and one that fails to support the success of all P- 12 learners, in all school communities. The differences and quality of support provided by the school librarian in allowing P-12 learners to demonstrate academic achievement is both direct and indirect. Both approaches are critical to the success of all P-12 learners.
Assessment is primarily formative. Formative assessment is used to guide student learning at key points throughout the task. Students co-construct criteria, set goals and they obtain timely, specific feedback about their work to improve learning from peers, self and the teacher. The teacher uses assessment for learning to inform instructional decisions.
Based from the consolidated National Competency Based Teaching Standard (NCBTS) –Teachers Strength Needs Assessment (TSNA) results for three consecutive years starting SY: 2013-2014, SY: 2014-2015 and SY: 2015-2016 of Human Resource Development (HRD), Schools Governance Operations Division (SGOD) revealed that there is a need for the secondary master teachers in the Division of Biliran to acquire relevant skills and trainings. Skills particularly on ICT aided instruction, pedagogy in teaching, and training design were among the cited training needs for the master teachers. These will further enhance their instructional competence and leadership capacity as master teachers who have different duties and functions given to them in their respective schools.
Annual Review of the Teacher Instructional Personnel Evaluation System The District’s Teacher Evaluation System will be reviewed annually by the Teacher Evaluation Advisory Committee (TEAC). Specified membership on the TEAC will be described in Article 15 of the District’s Teacher Collective Bargaining Agreement. Generally speaking, membership includes representatives from all significant shareholder groups and consists of an equal number of teacher and administrative staff (school-based and District level). The Union will be represented as a part of the teacher staff group on the committee. The committee shall consist of 20 members (10 appointed by the Superintendent and 10 appointed by the PEA president). The district’s negotiator and PEA president serve as ex- officio members of the committee. The committee shall include at a minimum, one a representative from elementary, middle school, high school, and alternative education. Elements examined by the TEAC will be determined by data availability over time. and will include but are not limited to the following:
Projects must be posted on the school/chapter website. Posted components include: instructional video(s) with copyright notic e, video worksheet, project identification page, project summary, and FCCLA Planning Process summary page. The video(s) must be embedded on the website and a link provided to the original source (such as YouTube, Vimeo, etc.). The other required project components must be able to be opened in Microsoft Word or in PDF format.
Curricula and Instructional Practices 9 was previously explained by teacher psychological profile membership. One explanation for this finding is simply that the association between teacher psychological profiles and early literacy achievement occur because of the practices and interactions that teachers provide for their students. Results suggest the importance of teacher psychological profiles in understanding the large variability currently seen in early education classroom quality. Future work should consider other psychological variables and teachers at varying grade levels.
5. The Performance Salary Schedule shall provide differentiated pay for both instructional and school administrative personnel for activities that must include, but are not limited to: assignment to a Title I eligible school; assignment to a school in the bottom two categories of the school improvement system under s.1008.33 such that the
H EIs function within a broad national and global context. The external environment affects the resources (inputs) available to the institution, the employment systems of the institution, and the culture within which the work is done. The external environment also frames the expectations for the outcomes or products of the university’s work—the kind of graduates a university should produce, the kind of research it should do, and the kind of roles it should play in society. One key development in the external context is the increasing demand for higher education as the economies of Asian nations grow and the numbers of young people increase. This publication argues that access and expansion must be coupled with attention to instructional quality in order to ensure that those who enter HEIs actually reach the educational outcome levels that such access is intended to achieve. In fact, some countries may need to reduce the pace of expanding access for a period of time in order to ensure that educational quality catches up with wider opportunity.
Alleghany County School System technology resources are to be used for educational, organizational, and communication purposes directly related to the System’s educational mission and program. ITU should always be consistent with principles of effective pedagogy and with all other policies pertaining to proper instruction and technology use. Furthermore, instructional staff shall make reasonable efforts to supervise a student’s use of the Internet and other electronic resources during school-sponsored activities.
One of the key steps that teachers need to take during and after a data team meeting is adjusting their instructional plans to meet individual student and classroom level learning goals. This lesson will focus on how you, as a teacher leader, coach team members through a data driven lesson planning process, provide feedback, and monitor the implementation of lesson plans.
This LIBER programme is aimed at the next generation of senior leaders, people who are already in positions of senior management, but who wish to do more to enhance their leadership qualities in preparation for the step up to the next big challenge – that of taking responsibility for leading an organisation through changing times.
In the modern era, it can be seen that leadership is categorised into various styles under two major classes: transactional and transformational. These transactional and transformational styles of leadership are supported by motivation theories (Bass et al. 1996) since leadership creates the environment in which people are motivated to produce and move in the direction of the leader (Horner 1997). Corrective style (‘do what I tell you’) and authoritative style (‘come with me’) fall under the transactional style, whereas affiliative style (‘people come first’), democratic style (‘what do you think’), pacesetting style (‘do as I do, now’) and coaching style (‘try this’) fall under the transformational leadership style (Goleman 2000). Transformational leaders can initiate and cope with change, and they can create something new out of the old, while transactional leaders, by contrast, represent efficient managers who can focus on the task at hand, communicate clear expectations to their subordinates, solve immediate problems, and reward performance (Thurairajah et al. 2007). In addition to these two styles, a third type of leader known as Laissez-faire has emerged in more recent leadership research. This type of leader tends to lead by staying out of the way or by adopting a style of leadership that is sometimes characterized as passive-avoidant, management by exception, or administrative (Tatum et al. 2003).