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Instructional Leadership

Instructional Leadership. “I am not here as someone who has everything figured out, but rather as one who struggles.”. NAESP Standards For What Principals Should Know and Be Able To Do. Instructional Leadership. Clear focus Curriculum Instructional Strategies Assessment

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Instructional Leadership

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  1. Instructional Leadership

  2. “I am not here as someone who has everything figured out, but rather as one who struggles.” NAESP Standards For What Principals Should Know and Be Able To Do

  3. Instructional Leadership • Clear focus • Curriculum • Instructional Strategies • Assessment • Professional Development • Observations/Evaluations • Climate/Culture

  4. Setting a Clear Focus • Superintendent • School Board • Administrators • Teachers • All Staff • Parents • Community

  5. Sustained Improvement • The pathology of American schools is that they know how to change. They know how to change promiscuously and at the drop of a hat. What schools do not know how to do is to improve, to engage in sustained and continuous progress toward a performance goal over time. So the task is to develop practice around the notion of improvement. • Elmore, (2002) Helping School Leaders Develop the Capacity Necessary For Continuous Improvement: McREL’s Balanced Leadership Framework

  6. Curriculum, Instructional Strategies, and Assessment

  7. What skills does an instructional leader need? • Align curriculum to standards • Have a thorough knowledge of standards and assessment anchors • Be able to train your staff on these skills

  8. Have a vast knowledge base of instructional strategies • Design lessons focusing on the reading and math assessment anchors • Design assessments; collect and evaluate data on student progress toward the anchors • Train your staff on these skills

  9. Score open-ended problem solving in math and constructed response items in reading • Develop rubrics for scoring • Develop quality math and reading prompts • Demonstrate ways to differentiate instruction • Train your staff in these skills

  10. Use ongoing diagnosis of data to individualize instruction for each child • Use ongoing diagnosis of data to evaluate curriculum and instruction • Train your staff on these skills

  11. “Must do’s” • Attend all PDE trainings on standards and assessment anchors • Research • Read/collect resources • Continually involve teachers and staff in discussions about research and theory • BE IN THE CLASSROOM

  12. *

  13. Assessment • Data collection • Student progress • Evaluate curriculum and instruction • Classroom level • Grade level • School level • District level • Cooperative effort

  14. Professional Development • Conferences/trainings with outside personnel • In-house trainings with inside personnel • Faculty meetings • Scheduling • Release time

  15. Observations and Evaluations • Teachers • Curriculum/instruction • Students “kidwatching” • Ensure consistency

  16. Climate/Culture • Goal is to promote leadership from multiple sources. • Continuous school improvement based on data.

  17. Culture • Flexible • Collaborative • Innovative • Standards-based • Data-driven • Belief that all kids can learn • Belief we can continually improve our instruction

  18. Individual teachers seeking new strategies Lots of great things, but in isolation Teachers seeking to improve classroom instruction K-5 Teachers seeking consistency Data-driven Decisions about kids Decisions about curriculum and instruction Culture

  19. Sustained Improvement

  20. Networking

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