INSTRUCTIONAL LEADERSHIP

Instructional leadership is the management of curriculum and instruction by a school

principal. It involves setting clear goals, managing curriculum, monitoring lesson plans,
allocating resources and evaluating teachers regularly to promote student learning and growth
and teacher effectiveness. Quality of instruction is the top priority for the instructional
principal. Instructional leadership is committed to the core business of teaching, learning and
knowledge.

Staff members should meet on a regular basis to discuss how to do their jobs better and
ultimately help students learn more effectively. The following are the four skills as essential for
effective instructional leadership in principals. Effective use of resources. It is not just enough
for principals to just know their strengths and weaknesses. Principals should be ready and
prepared to provide them. Communication skills. Principals should be excellent
communicators. They must be able to communicate their beliefs pertaining to education.

Serving as an instructional resource Teachers rely on principals and other administration

officials to be the sources of information related to effective instructional practices and current
trends in education. Instructional leaders should be tuned in to all of the pertinent issues and
current events related to curriculum, effective assessment and pedagogical strategies.

Excellent planning and observation skills as well as proficiency in research and evaluation pf
both staff and student performance.

2015 University of Washington Center for Educational Leadership

LEADERSHIP INSIGHTS UPDATED OCTOBER 23, 2018

FOUR INSTRUCTIONAL LEADERSHIP SKILLS PRINCIPALS NEED

By The Room 241 Team – April 2013

Instructional leadership requires the school principal to wear many hats. At various
times, principals must be administrators, manager, diplomats, teachers and curriculum leaders,
sometimes all within one school day. Principals and school leaders continue to strive for
balance and proficiency in their roles as instructional leaders.

The role of instructional leader should be expanded to incorporate a shift away from just
“management” or working in terms of administrative tasks, and move toward an emphasis on
leadership. In order to achieve this objective, a strong principal with solid ideas is not enough;
success will require a redefinition of the role of the principal. Barriers to leadership must be
removed by reducing emphasis on bureaucratic structures and procedures. Relationships must
be reinvented.

The dramatically different role of principal as instructional leader has been described as
one that must focus on building vital community or learners. It also requires share decision-
making and, in a sense getting back to basics. It will require leveraging of time, the support of
ongoing professional development for staff members, creating a climate of integrity, using
resources to support a diverse educational game plan and plenty of room for inquiry and
improvement.

For principal to truly thrive in the role of instructional leader, they will have to work to
liberate themselves from being mired in the bureaucratic aspects of teaching. They will have to
redouble their efforts in improving learning and teaching methods. Improvement in instructional
methods is a goal worth seeking. When successfully implemented, instructional teaching and
learning allow students as well as teachers to create more meaningful learning environment.

Instructional Leadership aims to improve student learning and teacher effectives.

According to a meta analysis of 30 studies, in Viviane Robinson’s Influential 2011 book Student
Centered Leadership, Leadership practices differ in terms of impact. Leadership Practices:
Leading teacher learning and development, Ensuring quality teaching, Establishing goals and
expectations, Resourcing strategically and Ensuring an orderly and safe environment.
Throughout this guide, there are strategies that align with the leadership practices: Visit
classrooms more often, either announced or as a surprise, regularly watch the teachers teach.
Offer corrective feedback, work with them to create relevant goals, hold targeted conversations
and meetings , provide professional development opportunities, and find common strengths
and weaknesses among teachers and students.

Furthermore, the National Association of Elementary School Principal strongly

recommends sitting in classrooms more often as a way to improve relationships with teachers,
by virtue of showing investment in student learning.

Give “SBI” (Situation Behavior Impact) framework feedback.

Model how to apply feedback In a professional development session consider modeling how
to process feedback, recording the situation, behavior and impact for future reference and
analysis; brainstorm or ask for a solution that is relatively easy to apply and use the solution,
reflecting on its effectiveness and considering if a different solution is necessary.

Coach based on “will” and “skill” Not all teachers require the same kind of instruction. One-
on –one discussion should be more productive.

Set SMART goals with your teachers

Write reflections Keeping a journal about how you work helps others can boost productivity.
Recording notes about how to achieve goals and dreams is positively correlated with happiness
and strong mental heath

Reflect and plan as a team- Regularly sharing reflections and planning as at team can inform
and empower your teachers.

Expand your PLN A stagnant personal learning network inherently restricts your ability to lead
teacher development. Cultivate your PLN through attending workshops and conference to learn
and connect with other principals, search for groups across social media, join or browse social
media conversations. Belonging to such a network positively correlates with confidence to
improve culture and classroom practices.

Encourage culturally-responsive teaching Consider instructing your teachers about bringing

in diverse guest speakers, offering opportunities for peer teaching which helps students
improve knowledge recollection and general social development.

Implement peer coaching Elements of effective peer coaching include Conducting initial
meetings with peer, establishing trust and goals.

Promoting growth mind set Start instructing teachers about these strategies by using diverse
approaches and encouraging elaboration.

Stay positive It is one of the most straightforward yet difficult aspects of leadership. The
following approaches help you to model throughout your daily duties: Goal setting, resiliency in
the face of hardship and confidence to take challenges.

The Seven Habits of Highly Effective Instructional Leaders –Julie Adams- AMLE Magazine,
October, 2016

Instructional Leaders Understand Neuroscience- They provide professional development

opportunities and resources to ensure routines, expectations, learning experiences and
assignments are developmentally appropriate, while simultaneously fostering healthy brain
development.

Instructional leaders are Connected Lead Learners- As society changes, students and
teacher needs change. Education is an evolving entity. It is imperative that educators evolve as
well. To remain current, instructional leaders model and demonstrate the importance of
continued learning. Instructional leaders are often involve in one or more professional
organizations, they are also connected to other educators via social media, facilitate staff book
studies, webinars, and collaborative analysis of student work. These opportunities provide
continued growth, collaboration,, and networking with others in and outside districts and
maximize resources and learning capacity.

Instructional Leaders Support Content and Comprehension Instruction- Instructional

leaders know that effective teaching is not a rocket science, it is far more complicated. Making
school relevant to students requires that we teach students both content and comprehension.
An instructional leaders’ expertise and instructional resources are invaluable in helping others
develop the knowledge and skills needed to increase student achievement . Effective teaching
and learning requires competence, confidence, comprehension. Instructional leaders provide
the support in which to meet those goals.

Instructional leaders STOP, collaborate and Listen- Instructional leaders develop

instructional leadership capacity in others by investing the time and effort to meet with novices
and veterans to clarify what is needed for success to occur. They also provide the resources
and support in which to meet these goals.

Instructional leaders promote Peer Coaching and Observation Opportunities. An

effective way to evaluate and develop our skill sets is to participate in peer coaching. It focuses
on colleagues observing each other a few times per year and analyzing data to encourage
reflection and growth.

Instructional leaders Encourage Growth Mind Set through Reflection

It can be developed by reflecting on mistakes and persevering to make adjustments to increase

success. Instructional leader foster growth mindset in colleagues by modelling and practicing
reflection.

What was the content objective of the lesson?

What was the critical thinking objective for the lesson?

Were the objectives met? If so, what did students do throughout the lesson to meet
those objectives?

What changes would you make to the lesson? Why these changes?

What are your teaching strengths and What would you like to improve?

How do you promote positive relationships with students to learn from mistakes?

Instructional Leaders Adjust Support based on Need. An instructional leader coaches a teacher to
develop goals and provide the proper support based on the educator’s needs. An IL crafts plan that
includes learning experiences, training, and mentoring to help this teacher move into the high will/skill
range. Realizing the need to differentiate, an IL adjusts, support based on a teacher’s will and skill levels
to increase teacher effectiveness.

NEW THINKING THINKING ABOUT INSTRUCTIONAL LEADERSHIP

(Eileen Horng & Susana Loaeb)

Schools that improve student achievement are more likely to have principals who are
strong organizational managers than are schools with principals who spend more of their time in
observing classrooms or directly observing teachers. Strong organizational managers are
effecting in hiring and supporting staff, allocating budgets and resources and maintaining
positive working and learning environment. Schools that demonstrate academic improvement
are more likely to have effective organizational managers. They found out that when principals
spend more time on organizational management activities, school outcomes are better,
including student test-score gains and positive teacher and parent assessments of the school’s
instructional climate.

Prepared by
JESUSA V. LAGASCA