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EDD 253 Instructional Leadership in MAED

This document outlines the vision, mission, goals and topics for an instructional leadership course. The vision is for the institution to be recognized for its quality, transformative education. The mission is to provide a supportive academic environment through high-quality instruction, research and extension in a non-sectarian way to democratize access to education. The goals are to offer programs that meet changing needs, produce competent leaders and members of society, harness qualified human resources, and provide facilities conducive to learning while conducting impactful research and community services. The topics covered in the course include leadership and management, the principal's role in instruction, using data to improve instruction, and fostering a positive school climate.

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Master’s Degree•
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ALMA C. CIFRA, EdD Professor
Vision A leading institution of higher learning recognized for its quality transformative education serving the nation and the world.
MISSION To provide a dynamic and supportive academic environment through the highest standard of instruction, research, and extension in a non-sectarian institution committed to democratizing access to education.
To achieve its mission, the University aims to: Offer academic programs that meet the changing national and international community needs; Produce graduates who are competent leaders and productive members of society; Harness a pool of ethical, qualified and highly- trained human resources;
Provide an academic environment conducive to optimum learning through adequate state-of-the-art facilities; Conduct researches and other scholarly activities that generate new knowledge and contribute to improvement of the quality of life for all; Engage in community services that foster self-reliance and empowerment among the marginalized community; and Lead in the promotion and preservation of the cultural heritage of Mindanao and of the country as a whole.
ED 253 Instructional Leadership
Instructional Leadership Those actions that a principal takes or delegates to others, to promote growth in student learning (Debevoise; 1984)
It comprises the following tasks:  defining the purpose of schooling  setting school-wide goals  providing resources needed for learning to occur  supervising & evaluating teachers  coordinating staff development programs  coordinating collegial relationships with and among others
Instructional Leadership is something specific to a principal. It refers to anything that school leaders do to improve teaching and learning in the school. It focuses on learning and its promotion. This is the reason why instructional leaders are also called learning leaders. (Marsh, 1992)
4As
1) Activity • brings understanding to what the learners already know and clarity to what learners should learn further. • the student should already have a retrospect of what they will be learning through the activity that will be presented • shared experiences/ tasks with own group
2) Analysis • further questions will be asked • lead as a facilitator rather than mere lecturing and sharing facts and ideas. • process and classify what is valid and not. • wider view of the lesson but at the same time draws closer to the main topic. • reactions/ideas and discussions made with the facilitator and other participants
3) Abstraction • focuses entirely on the lesson being presented and ask more lead questions to lead the participants in reinforcing what they know and should know more. • starts to feel more the importance of the lesson and see the necessity of it to his/her life. • generalizations, synthesis, or conclusions
4) Application • bringing the participants to a more practical way of using HOW are they going to use what they have learned and thinking of new ways on how it can be improved further. • utilization or transfer of learning
TOPICS
1) Leadership and Management
2) Provisions in RA 9155
3) Roles of Instructional Leader
4) What does research tell about instructional leadership?
5) Knowledge and skills necessary for leaders to effectively and ethically improve instruction
6) Skills in analyzing, criticizing, and evaluating current instructional practices
7) Sample research on how to continually improve instruction
8) Education and Related Terms: Their Etymological Meaning
9. Critical and Inspiring Questions for Instructional Leaders
10. Twenty-First-Century School Leaders
11. Redefined Role of Principal (from “functional rationality” to “substantive rationality”)
12. Broad-based School Leadership
13. Principal Time Management: Addressing Time Adversaries
14. What It Means To Be An Effective Principal/ Instructional Leader
15. Instructional Leadership: Supporting Best Practices (Building and Sustaining a Sch. Vision)
16. Instructional Leadership: Supporting Best Practices (Sharing Leadership)
17. Instructional Leadership: Supporting Best Practices (Leading a Learning Community)
18. Instructional Leadership: Supporting Best Practices (Using Data to Make Instructional Decision)
19. Instructional Leadership: Supporting Best Practices (Monitoring curriculum and Instruction)
20. School Climate: The Heart of the School (The Principal’s Role in Fostering and sustaining School climate)
21. School Climate: The Heart of the School (Internal and External Dynamics in School)
22. School Climate: The Heart of the School (Importance of high Expectation and Respect; School climate and Shared Decision Making)
23. Instructional Leadership for School Improvement Principal Support for Teacher Leadership (Introducing Teacher Leadership; The Need for Teacher Leadership; a Starting Point for Teacher Leadership; Cultivating Teacher Leadership)
24. Connecting Leadership with Learning Leading for Learning: Establishing the Foundational Ideas
Expectations: • Report • Literature Review • Group Work/Project/Assignment
Contact No. 0977 832 9545 email ad. almacifra40@gmail.com alma_cifra@umindanao.edu.ph
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