Constructive leadership is crucial for school improvement. Effective constructive leaders set a clear vision and high expectations, develop staff, strengthen school culture, and respond to accountability pressures and diversity. They focus on teaching and learning, professional development, and developing the school as a learning organization. While constructive leadership is important, it is not sufficient for improvement on its own. More research is still needed to fully understand effective educational leadership.
Exploring Effective Leadership Styles in Education.pdfCIOWomenMagazine
Let's take a look at different leadership styles in education & their impact! Transformational, Transactional, Servant, & more. Learn how to empower educators & foster a thriving learning environment.
Exploring Effective Leadership Styles in Education.pdfCIOWomenMagazine
Let's take a look at different leadership styles in education & their impact! Transformational, Transactional, Servant, & more. Learn how to empower educators & foster a thriving learning environment.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
PLC TEAM MEMBERS
Team Sponsors
Glenn Maleyko
Dearborn Public Schools Superintendent
Rose Aldubaily
English Learner (EL) Director
Team Leader
Scott Casebolt
Edsel Ford High School Principal
Team Scribe
Laurie Lintner
Dearborn High School Literacy Coordinator
Team Members
Mohammed Abdelfattah
EL Bilingual Resource Teacher
Eman Ahmed
Salina Intermediate Teacher
Kellie Bugajski
EL Language & Literacy SIOP Trainer
Sean Fisher
O.L. Smith Middle School Principal
Jeanine Oynoian
Whitmore-Bolles Elementary Instructional Coach
PROJECT STATEMENT
To achieve effective implementation of Professional Learning Communities (PLCs) as measured by continuity, common understanding, collaboration, and accountability, resulting in increased student achievement.
This multimedia presentation was created to highlight and review the different responsibilities of educational leaders, such as principals and assistant principals. This presentation works as a reflection of my completed coursework through the American College of Education.
Domains and Standards of School Leadership: Evaluation of Tertiary School Tea...IJAEMSJORNAL
School Leaders are modifiers of teaching and learning, crucial to maintaining good teachers and necessary for improving educational standards. This study described Standards of School Leadership in terms of: Leading Learning and Teaching Domain, Leading School Development Domain, Organizational Management Domain, and Professional Growth and Development Domain. The descriptive method of research was used in this study. A total of 107 tertiary school teachers which have permanent appointment or considered as regular employee for more than 3 years were surveyed around Nueva Ecija. After analyses of data, the following conclusions were formulated: first, domains of school leadership can be viewed from leading learning and teaching, leading school development, organizational management, and professional growth and development. Second, among these domains, organizational management was found to be the focus of school leaders. Third, school leaders create a culture of professional learning that fosters continuous improvement in learning, teaching and assessment. Fourth, school leaders engage in a continuous process of evidence-based school self-evaluation. Fifth, ensure the safe functioning of the school on a day-to-day basis. Last, school leaders recognize the need to manage workload to ensure a sustainable work/life balance. The researchers want to recommend some matters based from the formulated conclusions. It is indeed noticeable that organizational management is the main focus of the school leaders thus, it is recommended that school leaders should not let other domains of school leadership be taken for granted. Continuous harnessing on the strengths based on the standards is highly recommended. On the others hand, strengthening of the following is also recommended: school leaders should foster a commitment to inclusion and equality of opportunity of each student; promote communication within the school and manage challenging and complex situations and build professional networks with other school leaders.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
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The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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2. REASONS
1.OUTCOMES ARE CRUICIAL
Local state and federal achievement
standards for ambition as learning of all
children have changed the landscape of
educational accountability. Pressure is actors
at all levels .In this time leaders are being
accountable for how well teachers teach and
how much students learn.
3.
4. 2. THE ENVIONRMENT IS MORE COMPLEX
Educational leaders must guide their school
through the challenges posed by an increasingly
complex environment .They must manage other
collaborations with other agencies that serve
children .
5. Functions of constructive leadership
1. Providing direction
2. Exercising influence
3. Works with others to create a shared
sense of purpose and direction
4. Help to establish the condition that
enable others to be effective .
6. Successful constructive leadership
Leadership having significant effect on students
learning , second only the quality of curriculum and
teachers instruction.
Help the school to become a professional learning
community to support the performance of all key
workers ,including teachers and students .
Identify and implementing forms of teaching and
learning that are appropriate and effective for the
populations they serve .
Can promote equity and justice for all students by
establishing school climates where patterns of
discrimination are challenged and negated .
7. Setting directions
1.Identify and articulating a vision .Creating
shared meanings .
2.Creating high performance of expectations.
3.Fostering acceptance of group goals.
4.Monitoring organizational performance .
Communicating .
8. 1.Identifying and articulating a vision
Effective constructive leaders help their
schools to develop about the best
thinking about teaching and learning .
9. 2.Creating shared meanings
Constructive leaders help to create
shared meanings to support the school
vision School effectiveness and
improvements are enhanced when both
internal and external members share
their understandings.
10. 3.Creating high performance expectation
Effective constructive leaders convey their
expectations for quality and high
performance .They sharpen the perceptions
of the gap between what the school aspires
to and what is presently being accomplished
11. 4.Fostering the acceptance of group
goals.
Constructive leaders work to promote
cooperation and assist others to work
together for common goals. This will
increase the improvement of the
school.
15. Constructive educational leaders shows
respect to all staff concern about their
feeling and needs .
2.Providing individual support
16. 3.Providing appropriate model
They set examples for staff and others
to follow that are consist ant with
school values and improvement of the
schools.
21. 4.Managing the environment
Constructive leaders work with
management and PTA, business and
government liaisons. To effectively
improve their school in the environment
and to respond to legitimate concerns
from parents and others .
22. Leaders Respond productively to
challenges and opportunities created
by accountability oriented policy
context
1.Creating a sustaining a competitive
school.
2.Empowering others to make significant
decision
3.Providing instructional guidance
3.Strategic planning.
23. 1.Creating and sustaining competitive
school
This is important when choice options
and market conditions eliminate
monopolies over enrolments and require
schools to compete with students .
24. 2.Empowering others with significant
decision
When accountability mechanism require
stock holders to have a greater voice in
school governance leaders implement
strategies that help others participate
effectively.
25. 3.Provide instructional guidance
When accountability policies stress
standards for professional performance
for staffs in the school leaders should
help create conditions for the
improvement of the school.
26. 4.Strategies planning
When schools are required to have
school improvement plans for
accountability purpose ,school leaders
pay special attention to monitoring
school performance and developing
concrete plans for improvements
27. Respond productively to challenges and
opportunities of educating diverse
groups of students
1.Building powerful forms of teaching and
learning
2.Creating strong communities in school.
3.Expanding the proportion of students
capital valued the schools.
4.Nurturing the development of families
educational culture
28. 1.Building powerful forms of teaching and
learning
Leaders are highly deserve context
contexts help identify and
implement forms of teaching and
learning that are appropriate and
effective for the population ..
29. Creating strong community in
school.
Students and teachers also benefit when
teachers and others from a professional
learning g community.
30.
31. Conclusion
Constructive leadership is more
effective when it is focused teaching
and learning .and not sufficient for
school improvement.
Constructive educational leadership
focusing setting direction for the school
and developing people and organization
Still many gap in our knowledge about
effective educational constructive
leadership.