This document outlines four core practices of effective leadership: setting direction, developing people, redesigning the organization, and managing the instructional program. It discusses specific actions under each practice such as building a shared vision, fostering group goals, and providing individual support. The document emphasizes that successful leaders engage in practices to improve teachers' abilities, motivations, and work settings simultaneously. Leaders must possess cognitive and affective qualities to apply these practices appropriately based on context.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Five Models of Staff DevelopmentIndividually-guided staff development
Observation/assessment
Involvement in a development/improvement process
Training
InquiryIndividually-guided“I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.”Rogers, 1969, p. 153
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
The concept of ‘appraisal for learning’ emphasizes that appraisal is an opportunity for teachers to learn about their effectiveness.
Teaching and learning helps teachers understand their own practice and as a result ,improve the quality of student learning.
Five Models of Staff DevelopmentIndividually-guided staff development
Observation/assessment
Involvement in a development/improvement process
Training
InquiryIndividually-guided“I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.”Rogers, 1969, p. 153
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
The concept of ‘appraisal for learning’ emphasizes that appraisal is an opportunity for teachers to learn about their effectiveness.
Teaching and learning helps teachers understand their own practice and as a result ,improve the quality of student learning.
Instructional Leadership for Educational Leaders, it helps the readers to understand about leadership in details general and instructional leaders specifically
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
This presentation explores the concept of leadership and its various aspects. The presentation aims to inspire and motivate the audience to develop their own leadership potential and achieve their goals.
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1. A Power Point Presentation by:
Ms. MARCIA B. BUHUNGAN
DTE Student
2. CONTENTS
I. Introduction to Core Practices
II. Discussion
A. Setting Directions
B. Developing People
C. Redesigning the Organization
D. Managing Instruction (Teaching & Learning)
Programme
III. Conclusion
3. The implications for leadership practice of this account of
workplace performance are twofold.
First, leaders will need to engage in practices with the
potential to improve all elements in the formula –
teachers’ and other staff members’ abilities, motivations
and the work settings.
Second, leaders will need to engage in those practices more
or less simultaneously. The overall function of successful
leaders is to improve the condition of all three variables.
To be successful, therefore, requires leaders to be in
possession of a range of cognitive and affective qualities,
strategies and skills
4. A. SETTING DIRECTIONS
1. Building a Shared Vision
A fundamental task in transformational and
charismatic leadership
One of the 8 core tasks for senior leaders
A key mechanism for achieving integration and
alignment of activities within the organization
Establishment of core values
*Core values specify means by which the vision
is to be accomplished
5. A. SETTING DIRECTIONS
2. Fostering the Acceptance of Group
Goals
Actions need agreement from the group to fulfil
vision
Individual member include the organization’s goal
among their own
Aimed at promoting cooperation and working
together toward a common goal
Manifested in strategic and improvement
processes
6. A. SETTING DIRECTIONS
3. High Performance Expectations
High performance expectations do not define the
substance of organizational goals.
They demonstrate the leader’s values, expectations
of excellence, quality and/or high performance in
the achievement of goals.
A central behaviour in virtually all conceptions of
transformational and charismatic leadership
A. SETTING DIRECTIONS
7. B. DEVELOPING PEOPLE
1. Providing Individualized Support/
Consideration
Know your followers’ needs and raise them to
more mature levels.
Use delegation to provide opportunities for them
to self- actualize and to attain higher standards of
moral development.
Provide emotional understanding and support
“supporting, recognizing and rewarding”
managerial behaviours
8. B. DEVELOPING PEOPLE
2. Intellectual Stimulation
Behaviours involved:
encouraging colleagues to take intellectual risks
re-examining assumptions
looking at their work from different perspectives
rethinking how it can be performed
This is where the leader’s role in professional
development is found to be key.
9. B. DEVELOPING PEOPLE
3. Providing an Appropriate Model
This category entails “leading by example”
Set of practices:
transparency in decision making, confidence, optimism,
hope, resilience, consistency between words and deeds
Encompasses Bass’ “idealized influence”
leaders set an example for employees to follow that is
consistent with the values of the leader espouses
10. There’s little to be gained by increasing people’s
motivation & capacity if working conditions will not
allow their effective application.
Situation is a fourth source of motivation (Bandura)
People are motivated when the environment is conducive
Three practices in establishing the working conditions:
building collaborative cultures
restructuring
building productive relationships w/ families & communities
C. REDESIGNING THE
ORGANIZATION
11. C. REDESIGNING THE
ORGANIZATION
1. Building Collaborative Cultures
Leaders contribute to the productive collaborative
activity in their schools by being skilled coveners of
that work.
They nurture mutual respect and trust by:
being trustworthy
ensuring the shared determination of group processes
and outcomes
developing clarity about goals and roles for
collaboration
12. 1. Building Collaborative Cultures
They nurture mutual respect and trust by:
encouraging willingness to compromise among
collaborators
fostering open and fluent communication among
collaborators
providing adequate and consistent resources
C. REDESIGNING THE
ORGANIZATION
13. C. REDESIGNING THE
ORGANIZATION
2. Restructuring
A function or behaviour common to virtually all
conceptions of management and leadership practice
A key mediator of leaders’ effects on students
Includes distributing leadership for selected tasks and
increasing teacher involvement in decision making
14. C. REDESIGNING THE
ORGANIZATION
3. Building productive relationships with
families and communities
Shifting the attention of schools staffs from an
exclusively inside-the-school focus to this practice was
identified during the 1990s as the biggest change in
expectations for those in formal school leadership roles
A core practice needed for improving schools in
challenging circumstances
15. C. REDESIGNING THE
ORGANIZATION
4. Connecting the School to its’ Wider
Environment
Meetings, informal conversations, phone calls, email
exchanges and internet searches
External support can be a productive response to
schools engaged school improvement projects
“Networking”, one of eleven critical managerial
practices
16. D. MANAGING THE
INSTRUCTIONAL PROGRAMME
1. Staffing the Programme
A key function of leaders engaged in school
improvement
Goal: Finding teachers with the interest and capacity to
further the school’s efforts
Recruiting and retaining staff is a primary task
leading schools in challenging circumstances
17. 2. Providing Instructional (Teaching &
Learning) Support
Supervising and evaluating instruction
Coordinating the curriculum
Providing resources in support of curriculum,
instruction and assessment activity
Controlling behaviour, boosting self esteem and talking &
listening to pupils
Urging pupils & teachers to place a strong emphasis
on pupil achievement
D. MANAGING THE
INSTRUCTIONAL PROGRAMME
18. 3. Monitoring School Activity
Monitoring student progress
Monitoring operations and environment
Tracking student progress is a key task for leaders of
schools in challenging circumstances
D. MANAGING THE
INSTRUCTIONAL PROGRAMME
19. 4. Buffering Staff from Distractions to
their Work
Prevent staff from drifting with agreed goals
Acknowledge the open nature of schools & the
constant bombardment of staff with expectations
from parents, the media, the government, etc
“Internal buffering”
D. MANAGING THE
INSTRUCTIONAL PROGRAMME
20. CONCLUSION
These are the leadership practices which serve as guide to
effective leadership. They may not be applicable all the
time, but each have its own use in the most appropriate
context. It is the application that must be sensitive
to values and context, not the core practices themselves.
The core practices provide a powerful source of
guidance for practising leaders, as well as a
framework for their initial and
continuing development.