Principals.InstructionalLeadershipRole.
The Principal’s Instructional
Leadership Role
STEPS IN INSTRUCTIONAL LEADERSHP
•
•
•
•
•
•
•
•
Exercise Vision for School
Establish & Maintain Climate for Teaching/Learning
Establish Learning Goals and Objectives
Organize School for Instruction (Scheduling)
Recruit/Maintain Competent Teaching Staff
Provide Instructional Spaces, Resources & Materials
Monitor Teaching/Learning Processes
Evaluate (Processes, Products, & Personnel)
Principal’s Specific Instructional Responsibilities
• Recruitment and Development of Staff
This is a principal’s most important responsibility.
• Development of School Master Schedule
It can make or break the instructional program; it is the plan to achieve the
instructional goals of the school; it has the potential to be the greatest “dissatisfier” in the school.
• Optimal Assignment of Teaching Responsibilities
Teachers are assigned to best use their expertise, abilities, & interests.
• Optimal Assignment of Students to Classes/Courses
Students are assigned to classes where they can make maximum progress.
• Supervision and Monitoring of Instruction
This is the most important activity for fostering teaching & learning.
The classroom is the focal point for transmitting the curriculum to students.
The Three Key Elements for Learning:
Teacher, Student, and Curriculum
What is the Principal’s Key Role ?
To bring these three crucial elements
together so that the teacher can teach and
the student can learn.
What if the expected level of
learning does not occur?
The problem may rest with the teacher, the
instructional process, the curriculum, the
teaching materials, the schedule, or the
student.
The principal has the obligation to determine
which of these factors may be responsible.
Simplified model of Instruction
• From Supervision for Today’s Schools (6th
ed., 2001) by Peter F. Oliva & George E.
Pawlas
Planning
Presentation
Evaluation
Factors to Look for During Classroom Observations
Evidence of Teacher
Planning/Preparation
Objectives of the Appropriateness of
Lesson
Teaching Strategies
Conducisiveness of
Learning Climate
Level of Student On- and Off-Task
Involvement & Student Behavior
Participation
Teacher’s Attention
Teacher Pacing,
and Reaction to Off- Transitions, &
Task and Misbehavior Classroom
Monitoring
Teacher’s
Technique(s) for
Evaluation of
Lesson/Learning
Bloom’s Taxonomy of the Cognitive Domain
• In the cognitive domain, it is important to determine if the
teacher is focusing at the appropriate level(s) below:
• 1. Knowledge
Lower Order Learning
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation
Higher Order Learning
• Although there are times when lower levels questions are appropriate,
when possible, learning should be at the higher end of the
classification.
An Effective Teacher:
•
•
•
•
•
•
•
•
•
Sets Clear Goals for the Class
Holds High Expectations for Students
Focuses on Academics
Maintains an Orderly Classroom
Uses Suitable Materials for Instruction
Monitors Student Performance
Provides Feedback to Students on their Performance
Uses Positive Reinforcement
Continues his/her Professional Development
Effective Teaching Researchers
(Partial List)
•
•
•
•
•
•
•
•
•
•
•
David C. Berliner
* Carl Glickman
Wilbur B. Brookover
* Robert Starratt
Jere E. Brophy
* Morris Cogan
Thomas L. Good
* Keith Goldhammer
Lawrence W. Lezotte
* Thomas McGreal
Donald M. Medley
Ronald R. Edmonds
C. M. Evertson
Barak V. Rosenshine
Jane A. Stallings
Madeline Hunter
SOME TERMS TO KNOW
• Scope = Refers to what the curriculum or segment of the
curriculum includes.
• Sequence = Refers to the order in which subject matter
is arranged for instruction. The arrangement may be
according to levels of complexity, according to
chronology, or according to some other logical order.
• Articulation = Refers to the manner in which the
various components of the curriculum relate to each other.
A curriculum reflects good articulation when the transition
from one segment to another is smooth and where
unnecessary duplication is absent.
Terms Continued
• Instructional Supervision = The effort employed
by school officials to provide leadership and assistance to
teachers to improve teaching and learning.
• Clinical Supervision = The phase of instructional
supervision which draws its data from first-hand
observation of actual teaching and subsequently involves
face to face interaction between the supervisor and teacher
in the analysis of teaching behaviors for instructional
improvement.
Curriculum Alignment
• Before Curriculum Alignment
What is
Tested
What is actually What curriculum
taught
guides indicate
should be
taught
• After Curriculum Alignment
What is
Tested
What curriculum
guides indicate
should be
taught
What is actually
taught
Instructional Issues That Should Be Addressed
• Curricula areas
forMonitored
major emphasis based upon test results
and
• Close monitoring of teachers whose students did not
perform well on end of grade or end of course test
• Vertical and horizontal grouping of students
• Grading practices of teachers
• Teacher lesson plans
• Homework assigned by teachers
• Teacher comments on progress reports
• Students recommended for retention
The End
Leadership Role
STEPS IN INSTRUCTIONAL LEADERSHP
•
•
•
•
•
•
•
•
Exercise Vision for School
Establish & Maintain Climate for Teaching/Learning
Establish Learning Goals and Objectives
Organize School for Instruction (Scheduling)
Recruit/Maintain Competent Teaching Staff
Provide Instructional Spaces, Resources & Materials
Monitor Teaching/Learning Processes
Evaluate (Processes, Products, & Personnel)
Principal’s Specific Instructional Responsibilities
• Recruitment and Development of Staff
This is a principal’s most important responsibility.
• Development of School Master Schedule
It can make or break the instructional program; it is the plan to achieve the
instructional goals of the school; it has the potential to be the greatest “dissatisfier” in the school.
• Optimal Assignment of Teaching Responsibilities
Teachers are assigned to best use their expertise, abilities, & interests.
• Optimal Assignment of Students to Classes/Courses
Students are assigned to classes where they can make maximum progress.
• Supervision and Monitoring of Instruction
This is the most important activity for fostering teaching & learning.
The classroom is the focal point for transmitting the curriculum to students.
The Three Key Elements for Learning:
Teacher, Student, and Curriculum
What is the Principal’s Key Role ?
To bring these three crucial elements
together so that the teacher can teach and
the student can learn.
What if the expected level of
learning does not occur?
The problem may rest with the teacher, the
instructional process, the curriculum, the
teaching materials, the schedule, or the
student.
The principal has the obligation to determine
which of these factors may be responsible.
Simplified model of Instruction
• From Supervision for Today’s Schools (6th
ed., 2001) by Peter F. Oliva & George E.
Pawlas
Planning
Presentation
Evaluation
Factors to Look for During Classroom Observations
Evidence of Teacher
Planning/Preparation
Objectives of the Appropriateness of
Lesson
Teaching Strategies
Conducisiveness of
Learning Climate
Level of Student On- and Off-Task
Involvement & Student Behavior
Participation
Teacher’s Attention
Teacher Pacing,
and Reaction to Off- Transitions, &
Task and Misbehavior Classroom
Monitoring
Teacher’s
Technique(s) for
Evaluation of
Lesson/Learning
Bloom’s Taxonomy of the Cognitive Domain
• In the cognitive domain, it is important to determine if the
teacher is focusing at the appropriate level(s) below:
• 1. Knowledge
Lower Order Learning
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation
Higher Order Learning
• Although there are times when lower levels questions are appropriate,
when possible, learning should be at the higher end of the
classification.
An Effective Teacher:
•
•
•
•
•
•
•
•
•
Sets Clear Goals for the Class
Holds High Expectations for Students
Focuses on Academics
Maintains an Orderly Classroom
Uses Suitable Materials for Instruction
Monitors Student Performance
Provides Feedback to Students on their Performance
Uses Positive Reinforcement
Continues his/her Professional Development
Effective Teaching Researchers
(Partial List)
•
•
•
•
•
•
•
•
•
•
•
David C. Berliner
* Carl Glickman
Wilbur B. Brookover
* Robert Starratt
Jere E. Brophy
* Morris Cogan
Thomas L. Good
* Keith Goldhammer
Lawrence W. Lezotte
* Thomas McGreal
Donald M. Medley
Ronald R. Edmonds
C. M. Evertson
Barak V. Rosenshine
Jane A. Stallings
Madeline Hunter
SOME TERMS TO KNOW
• Scope = Refers to what the curriculum or segment of the
curriculum includes.
• Sequence = Refers to the order in which subject matter
is arranged for instruction. The arrangement may be
according to levels of complexity, according to
chronology, or according to some other logical order.
• Articulation = Refers to the manner in which the
various components of the curriculum relate to each other.
A curriculum reflects good articulation when the transition
from one segment to another is smooth and where
unnecessary duplication is absent.
Terms Continued
• Instructional Supervision = The effort employed
by school officials to provide leadership and assistance to
teachers to improve teaching and learning.
• Clinical Supervision = The phase of instructional
supervision which draws its data from first-hand
observation of actual teaching and subsequently involves
face to face interaction between the supervisor and teacher
in the analysis of teaching behaviors for instructional
improvement.
Curriculum Alignment
• Before Curriculum Alignment
What is
Tested
What is actually What curriculum
taught
guides indicate
should be
taught
• After Curriculum Alignment
What is
Tested
What curriculum
guides indicate
should be
taught
What is actually
taught
Instructional Issues That Should Be Addressed
• Curricula areas
forMonitored
major emphasis based upon test results
and
• Close monitoring of teachers whose students did not
perform well on end of grade or end of course test
• Vertical and horizontal grouping of students
• Grading practices of teachers
• Teacher lesson plans
• Homework assigned by teachers
• Teacher comments on progress reports
• Students recommended for retention
The End