The Principals Role as a Leader of Learning -Critical Element Paper #4 Presented to the Department of Educational Leadership and Postsecondary

Education University of Northern Iowa -In Partial Fulfillment of the Requirements for the Master of Arts in Education -by Kim A. Kleinhans Becker Elementary School Waterloo, Iowa (February 4, 2013) -Dr. Charles McNulty

The Principals Role as a Leader of Learning

This paper is the fourth in a series of four papers required by the University of Northern Iowa as a component of the Masters of Art in Education focusing on School Leadership. The intention of this paper is to articulate my philosophy of the role of a Principal as a Leader of learning. Throughout this paper I plan to provide an overview of instructional leadership as it relates to the role of the school principal. In addition, I will provide a correlation to the Iowa Standards for School Leaders (ISSL), and highlight my internship experiences as they apply to the theory of instructional leadership. Instructional leadership is the role in which the principal demonstrates his/her ability to be the leader of learning within a school. Researchers have long been curious about the affect of a leaders instructional leadership ability on student achievement (May & Supovitz, 2011). In fact, it has become an assumption that this aspect of school leadership will be present in any principal candidate. Many states have legislated this into reality and school districts have made it a job requirement (DuFour, 2002). This is not to say that the role of instructional leader has

remained stagnant over the course of several decades; it has evolved much like the role of any other school employee. There has been a shift from being the lone leader of the school focused on teacher evaluation to a form of collaborative or shared leadership with a focus on student learning (Lunenburg, 2010). In fact Printy (2010) would argue that by implementing a kind of shared decision making principals feel a greater amount of influence on the learning of students than he/she would feel by making all the decisions in isolation. In other words, by working with multiple teachers and allowing them to engage in the decision making process school leaders are able to have a more global reach affecting more aspects of learning. While it is clear that the ultimate responsibility of student learning falls on the shoulders of the principal they are able to

The Principals Role as a Leader of Learning have a greater impact on this leaning in a more indirect way by working with teachers and providing targeted interventions to improve instruction. Hoerr (2007) charges the principal with the all important job of facilitating teachers learning (84-85). He suggests that it is far more important to create an environment of collegiality where teachers talk with and learn from one another. According to Hoerr it is

important for teachers to discuss students and curriculum, watch each other teach and learn from one another. When a situation or problem arises in the school community he feels that it is important that the teachers and the administrators work together toward a solution. Printy (2010) echoes this saying that principals develop the vision and direction of the school, and hold a pretty heavy responsibility of creating a trusting culture that supports shared leadership and honors risk taking. Hoerr also stresses the importance of community by ensuring that each teacher becomes not just a member of the community, but an active member. It is my opinion that if the culture of the school is set up to include trust and a shared responsibility the members of the community will feel much more connected to the schools success and much more responsible for any perceived failure. If vigorous engagement within the school decision making process is the norm then active participation will be a natural byproduct of daily life within that school structure. Lunenburg (2010) would suggest that an instructional leader should focus on learning, encourage collaboration, use data to improve learning, provide support and align the curriculum, instruction and assessment. This is no small endeavor and might lead one to wonder exactly what skills, knowledge and dispositions a true leader of learning would need in order to shift thinking from what is taught to what is learned while including a variety of stakeholders in the decision making process. First and foremost, the instructional leader must be instruction oriented (Lunenburg, 2010, p1). In order to affect the instruction of the students he/she must be able and willing to affect the learning of the teachers. May and Supovitz (2011) feel that a good

The Principals Role as a Leader of Learning

way to increase the learning and instruction of the teachers is to create a team of highly qualified mentor teachers and allow them to target the learning of other teachers. It is my opinion that by giving each individual teacher targeted intervention we honor the vast knowledge already in action within our buildings. As Hoerr (2007) states Todays teachers dont necessarily look for answers from an instructional leader (p. 85). He suggests that the job of a skilled instructional leader is to encourage teachers to be insightful by giving feedback and asking reflective questions. In this way teachers build their own learning and expand their knowledge base which improves student outcomes. This would lead us to the idea that the role of the leader of learning is one that establishes a shared vision, provides support and resources, and establishes a culture of trust and risk taking while the teacher leaders for whom he/she is responsible collaborate together to find the best instructional practices available to ensure that all students learn (Lunenburg, 2010; Printy, 2010). Horng and Loeb (2010) take this responsibility one step further. They go beyond the traditional expectations of the instructional leader as outlined above and would argue that the leader of learning is also a skilled organizational manager as well. They do not discount the importance of a shared vision, development of professional learning opportunities, or the classroom observations of teachers, rather they suggest that by effectively managing the organization instructional leaders will be able to hire and retain quality teachers which will enhance the learning experience for all students. It is by hiring and retaining quality teachers and providing them with opportunities for improvement that leaders of learning have a greater impact on the achievement of students. They feel that classroom instruction is too narrow a focus and a leaders time is better spent on putting structures in place that create a positive learning environment. In fact in a study conducted by Horng and Loeb (2010) found that The efficacy of a principals organizational management skills consistently predict student achievement growth (p. 67). Clearly all of the previously mentioned roles of the instructional

The Principals Role as a Leader of Learning leader are important, and putting them in rank order would be nearly impossible. After all, which came first the chicken or the egg? Regardless which researcher one relates more closely with it can be argued that the role of leader of learning is vital to the success of a school. It is a responsibility that it outlined clearly in the Iowa Standards for School Leaders (ISSL) adopted by the Iowa Department of Education.

Each and every one of the ISSL standards relates to the role of leader of learning in some fashion or another. ISSL standard 1 requires that an instructional leader develop a shared vision by using data, leading change, and communicating with stakeholders (Iowa Department of Education). ISSL standard 2 is commonly referred to as the standard of educational leadership. Under this standard school leaders are expected to create a culture of learning within the school by celebrating accomplishments, being visible within the community, providing professional learning opportunities, coaching staff, evaluating curriculum and instruction, and promoting collaboration (Iowa Department of Education). Horng and Loeb (2010) would argue vehemently that ISSL standard 3 is vital to the role of instructional leadership. Under this standard the State of Iowa expects that a principal will hire and retain quality staff, address potential problems quickly and efficiently, protect instructional time allowing teachers to devote time and energy to instruction, and communicate the progress of the school to all stakeholders (Iowa Department of Education). It is under ISSL standards 4, 5 and 6 that the Department mandates that principals work to include families in the education of our children as well as demonstrate ethical behavior that inspires others toward greatness and work with policy makers in order to advocate for the needs of all members of the learning community (Iowa Department of Education). While it can be argued that some of these play a much larger role in instructional leadership one cannot marginalize the importance of the standards not directly linked to instruction.

The Principals Role as a Leader of Learning During my internship I have had the opportunity to demonstrate my ability as a leader of learning in several ways. As a member of the school leadership team I have been visible within

my school and have had the opportunity to help spread the vision of our school. Being a member of this team has provided me with many opportunities to help shape the learning environment of my school. One way I have accomplished this is by producing a Common Core resource that provides a grade level outline of the literacy and math Common Core Standards. Within this book each teacher is provided with a three grade outline of the standards so that they can see what the students should have learned the year before, what they should learn in the current grade and what they will need to be prepared to learn in the next grade. In this way teachers are better able to align instruction to the expectations outlined by the Core while maintaining a high level of rigor. Another way this team has allowed me to shape the learning environment is by helping develop our School in Need of Assistance (SINA) plan. In this plan we were required to look critically at the practices within our school, determine the root causes of our low student achievement and establish activities to address these issues. I have also been able to assist with the creation and implementation of student data notebooks. In these notebooks students selfreport grades, as well as set and monitor learning/behavior goals. It is our desire that, through ownership of their learning, student performance will improve. Our team has also been working diligently in the area of literacy instruction. As a member of the literacy cadre I have been involved in the construction of professional learning and presentation of new knowledge to staff that will result in more meaningful learning opportunities for all students. Within our school we have team meetings called Becoming Aware of Strategic Excellence meetings (BASE) two times weekly. One BASE meeting each week is teacher facilitated. During this meeting we look at data, share instructional strategies, plan assessments, and a

The Principals Role as a Leader of Learning variety of other instruction related tasks. During our second weekly meeting we expand upon recent professional learning. It is during this BASE meeting that I have had the opportunity to participate in peer coaching. During the meeting we watch video of carefully chosen aspects of instruction and learn from each other while following a protocol for feedback and reflection. In this way we learn from each other and our reflection upon our own experiences. Instructional leadership cannot be overlooked as a fundamental aspect of school leadership.

While schools perform a variety of functions learning is beyond question the most important role of any school, and as such must be the priority of any school leader. It is my opinion that hiring and retaining quality staff is central to quality instruction. I also feel it important to create a collaborative community with targeted learning opportunities for teachers who learn with and from each other. The creation of a skilled leadership team and a Professional Learning Community where risk taking and reflection are the norm will provide meaningful learning opportunities for all students and staff.

The Principals Role as a Leader of Learning References DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12-15. Hoerr, H. R. (2007). The principal connection: What is instructional leadership? Educational Leadership, 65(4), 84-85. Hornig, E. & Loeb, S. (2010). New thinking about instructional leadership. Phi Delta Kappan, 92(3), 66-69.

Iowa Department of Education. (2008). Iowa Standards for School Leaders [data file]. Retrieved from http://educateiowa.gov/index.php?view=article&id=1447. Lunenburg, F. C. (2010). The principal as instructional leader. National Forum of Educational and Supervision Journal, 27(4), 1-7. May, H. & Supovitz J. A. (2011). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2), 332-352. Printy, S. (2010). Principals influence on instructional quality: Insights from US schools. School Leadership and Management, 30(2), 111-126.