Instructional leadership domains

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  • 1. 1. Describe effective Leadership 2. Give the expectations of a school heads. 3. Identify the core functions of leadership in schools. 4. Formulate strategies to develop effective leadership skills in school setting.
  • 2. 5. Enumerate the various roles of a school heads in achieving instructional goals. 6. Describe the three personal leadership styles. 7. Identify and discuss the domains of school head’s responsibility.
  • 3. Leadership has been defined in many ways., but the classic definition that encompasses the critical dimension of leadership is that offered by Tannenbaum, Weschler and Massarik ( 1961): “ Interpersonal influence directed through the communication process toward the attainment of some goal or goals.
  • 4. • Group the teachers into four. • Each group will give expectation of a school principal. • Grouping are as follows: • Group 1. As parents. • Group 2. As teacher. • Group 3. As students. • Group 4. As community stakeholder
  • 5. • - Lead schools in a way that places student and adult learning at the center. • - Set high expectation and standards for the academic and social development of all students and the performance of adults. • - Demand content and instruction that ensure student achievement of agreed-on academic standard. • - Create a culture of continuous learning for adults tied to student learning and other school goals. • - Use multiple sources of data as diagnostic tools to assess, identify and apply instructional improvement. • - Actively engage the community to create shared responsibility for student and school success.
  • 6. • - STRATEGIC LEADERSHIP- Promoting vision, mission and goals- and developing the means to reach them. • - INSTRUCTIONAL LEADERSHIP- Ensuring quality of instruction, modeling teaching practices, supervising curriculum and ensuring quality of teaching resources. • - MANAGERIAL RESOURCES- Overseeing the operation of the school ( its budget, schedule, facilities, safety and security, and transportation.) • - HUMAN RESOURCES LEADERSHIP- Recruiting, hiring, firing, inducting, and mentoring teachers and administrator,; developing leadership capacity and professional development opportunities.
  • 7. • - CULTURAL LEADERSHIP- Tending to the symbolic resources of the school ( its traditions, climate and history) • - MICROPOLITICAL LEADERSHIP- Buffering and mediating internal interest while maximizing resources. ( financial and human) • - EXTERNAL DEVELOPMENT LEADERSHIP- Representing the school in the community, developing capital, tending to public relations, recruiting students, buffering and mediating external interest and advocating for the school’s interest.
  • 8. • 1. The principal is seldom seen at the office; He / She is walking about. • 2. An annual instructional program is being implemented and monitored periodically by a committee chaired by a principal. • 3. Regular meeting with staff are held. These aim to address problems encountered during program implementation. • 4. The school plan for supervision is prepared cooperatively by the staff and monitored by the principal. • 5. There is an active documentation of instructional practice and materials that teacher considered worthy of adoption.
  • 9. • Aside from the aforementioned characteristics, These are other indicators of active instructional leadership: • - Mission and vision of the school are clearly stated. • - Curriculum and plans are aligned with school goals. • - A monitoring plan is established and implemented. • - The monitoring plan meet needs. • - Teacher observation and feedback are regularly conducted. • - Resources are accessible. • - Development needs of teachers are address. • - Data-based decisions are made.
  • 10. • - Strategies that recognize individual differences are in place. • - Consultation regarding instruction are held. • - Activities that result in student achievement exist. • - School staff are able to practice effective classroom management. • A variety of supervisory model is employed. • - Technology is effectively integrated in teaching-learning process to improve student learning. • - Multiple opportunities to learn are given to students. • - The school climate promotes learning.
  • 11. • - Multiple criteria and assessment are used. • - Parents are viewed as partners. • - High expectations of teaching staff is the norm.
  • 12. • 1. RESPONDER: • - See their role as mainly administrative. • - Allow teachers and others to lead in decision making. • - perceived teacher as professional. • - Do not interfere with teacher’s instructional role. • - Strive for strong personal relation with staff. • - Make decisions in terms of immediate issues. • - Do not consider long term goals and plans. • - Flexible and willing to make changes at short notice to solve immediate problems.
  • 13. 2. Managers • Provide basic support to staff • Informative and transparent • Sensitive and dependable • Have respect on policies and regulations.
  • 14. 3. Initiators • Have clear decisive long-range policies and goals for their school. • Hard Working. • Have effective decision making. • Have strong expectations from students, teachers, and even themselves.
  • 15. • Well prepared. • - leading the organization • - Change of plans • Good implementers. - Central Directions - Regional Directions - Policies and Regulations • .
  • 16. 1. School Management - Ordering of Supplies - Hiring and Assignment of Teachers - Gathering Information - Basic Record Keeping
  • 17. 2. School Communications - Coordination with ministry of education and community stakeholders.
  • 18. 3. School Community Relation. - Working with community councils - Joining community development associations - Involvement in PTCA/PTA and local organizations.
  • 19. 4. Instructional Supervision - All functions directly related to providing teaching and learning within schools. - Involves activities that help attain educational goals. Domains of a School Head’s Responsibilities
  • 20. Photo Documentation
  • 21. Instructional Leadership Discussion
  • 22. Workshop
  • 23. Workshop
  • 24. Workshop