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Instructional Leaders Monitor Curriculum and Instruction - Special Topic Field Study III

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Instructional Leaders Monitor Curriculum and Instruction - Special Topic Field Study III

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Instructional Leaders Monitor Curriculum and Instruction - Special Topic Field Study III

  1. 1. Instructional Leaders Monitor Curriculum and Instruction
  2. 2. There are good reasons to focus on school leadership. The importance of the principal’s role has never been greater, taking into consideration national accountability standards for schools and the likelihood that principal job vacancies will increase in the near future.
  3. 3. Not only do effective principals focus attention on curriculum and teaching, they also understand teaching and possess credibility in the eyes of their staff (Mazzeo, 2003).
  4. 4. Schmoker (2006) suggested that too often school cultures discourage close scrutiny of instruction. He says that effective leaders can raise the level of importance by looking for evidence that curriculum standards are taught through the review of formative assessments, grade books, team lesson logs, and student work.
  5. 5. Principals support instructional activities and programs by modeling expected behavior, participating in the staff development, and consistently prioritizing instructional concerns on a day-to-day basis. They strive to protect instructional time by removing issues that would detract teachers from their instructional responsibilities (Marzano et al., 2005).
  6. 6. Moreover, principals in effective schools are involved in instruction and work to provide resources that keep teachers focused on student achievement. They are knowledgeable about curriculum and instruction and promote teacher reflection about instruction and its effect on student achievement (Cotton, 2003).

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