STEPS IN INSTRUCTIONAL LEADERSHP
• Exercise Vision for School
• Establish & Maintain Climate for Teaching/Learning
• Establish Learning Goals and Objectives
• Organize School for Instruction (Scheduling) • Recruit/Maintain Competent Teaching Staff
• Provide Instructional Spaces, Resources & Materials • Monitor Teaching/Learning Processes
Principal’s Specific Instructional Responsibilities
• Recruitment and Development of Staff
This is a principal’s most important responsibility. • Development of School Master Schedule
It can make or break the instructional program; it is the plan to achieve the instructional goals of the school; it has the potential to be the greatest “dis-satisfier” in the school.
• Optimal Assignment of Teaching Responsibilities Teachers are assigned to best use their expertise, abilities, & interests.
• Optimal Assignment of Students to Classes/Courses
Students are assigned to classes where they can make maximum progress. • Supervision and Monitoring of Instruction
This is the most important activity for fostering teaching & learning.
What is the Principal’s Key Role ?
To bring these three crucial elements
What if the expected level of
learning does not occur?
The problem may rest with the teacher, the
instructional process, the curriculum, the
teaching materials, the schedule, or the
student.
Simplified model of Instruction
•
From Supervision for Today’s Schools (6th
ed., 2001) by Peter F. Oliva & George E.
Pawlas
Factors to Look for During Classroom Observations
Evidence of Teacher
Planning/Preparation Objectives of the Lesson Appropriateness of Teaching Strategies Conducisiveness of
Bloom’s Taxonomy of the Cognitive Domain
• In the cognitive domain, it is important to determine if the
teacher is focusing at the appropriate level(s) below:
• 1. Knowledge Lower Order Learning
• Although there are times when lower levels questions are appropriate, when possible, learning should be at the higher end of the
An Effective Teacher:
• Sets Clear Goals for the Class
• Holds High Expectations for Students • Focuses on Academics
• Maintains an Orderly Classroom
• Uses Suitable Materials for Instruction
• Monitors Student Performance
• Provides Feedback to Students on their Performance • Uses Positive Reinforcement
Effective Teaching Researchers
(Partial List)
• David C. Berliner * Carl Glickman
• Wilbur B. Brookover * Robert Starratt
SOME TERMS TO KNOW
•
Scope
= Refers to what the curriculum or segment of the curriculum includes.•
Sequence =
Refers to the order in which subject matter is arranged for instruction. The arrangement may beaccording to levels of complexity, according to
chronology, or according to some other logical order.
•
Articulation =
Refers to the manner in which thevarious components of the curriculum relate to each other. A curriculum reflects good articulation when the transition from one segment to another is smooth and where
unnecessary duplication is absent.
Terms Continued
•
Instructional Supervision =
The effort employed by school officials to provide leadership and assistance to teachers to improve teaching and learning.•
Clinical Supervision
= The phase of instructional supervision which draws its data from first-handobservation of actual teaching and subsequently involves face to face interaction between the supervisor and teacher in the analysis of teaching behaviors for instructional
Curriculum Alignment
•
Before Curriculum Alignment
What curriculum guides indicate
should be taught What is
Tested
•
After Curriculum Alignment
What is Tested
What curriculum guides indicate
should be taught
Instructional Issues That Should Be Addressed
and Monitored
• Curricula areas for major emphasis based upon test results • Close monitoring of teachers whose students did not
perform well on end of grade or end of course test
• Vertical and horizontal grouping of students • Grading practices of teachers
• Teacher lesson plans
• Homework assigned by teachers
• Teacher comments on progress reports
