specific responsibilities of instructional leaders

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GENERAL ROLE OF SCHOOL LEADERS and SPECIFIC RESPONSIBILITIES OF SCHOOL LEADERS EDAD 222: Educational Leadership By: JENNIFER J. LALUNA, RL SHELF 1 UNIVERSITY OF THE PHILIPPINES DILIMAN, QUEZON CITY

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Page 1: Specific Responsibilities of Instructional Leaders

GENERAL ROLE OF SCHOOL LEADERS

and

SPECIFIC RESPONSIBILITIES OF SCHOOL LEADERS

EDAD 222: Educational Leadership

By:

JENNIFER J. LALUNA, RL

SHELF 1UNIVERSITY OF THE PHILIPPINES DILIMAN, QUEZON CITY

Page 2: Specific Responsibilities of Instructional Leaders

(Wilma Smith and Richard Andrews ,1989; Marzano, Walter and McNulty 2012, Hoy and Hoy 2013)

Four Dimensions or Roles of an Instructional Leader

Page 3: Specific Responsibilities of Instructional Leaders

As a visible presence the principal engages in frequent classroom observations and is highly accessible to faculty and staff

(Smith and Andrews, 1989)

GENERAL ROLE OF SCHOOL LEADERS

Page 4: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS 1. Knowledge and Involvement of Curriculum, Instruction, and Assessment (Stein and D'Amico , 2000) Instruction

CurriculumAssessment

The principal should attends conference, seminars featuring new research on instructional practices.

Both the superintendent and the principals should regularly visit classrooms with the goal of learning to recognize and describe good teaching and to provide better instructional feedback to teachers.

The principal personally evaluates student work and participates in collaborative scoring sessions in which the percentage agreement by the faculty is measured and posted.

Page 5: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS Knowledge of Curriculum, Instruction, and

Assessment(Stein and D'Amico ,2000; Reeves ,2004)

Specific behaviors and characteristics associated with the responsibilities:Curriculum

Assessment

Instruction

Being directly involved in helping teachers address instructional issues

Page 6: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS 2. Intellectual Stimulation (Avolio and Bass, 2002; Bass and Riggio, 2006)

Intellectual stimulation refers to the extent to which the school leader ensures that faculty and staff are aware of the most current theories and practices regarding effective schooling

Direct assistance to teachers in their day-to-day activities

Using Instructional research to make decisions

Using the principles of adult learning when dealing with teachers. (Reflection –Growth (RG) Model )

Page 7: Specific Responsibilities of Instructional Leaders

• Schedule an orientation for beginning teachers.

• Develop a mentoring system for beginning teachers.

• Have beginning teachers meet regularly with their mentors to identify and share problems before they become serious.

• Provide opportunities for new teachers to observe master teachers at work.

• If possible, provide a light load for beginning teachers. For example, keep the number of preparations for new high school teachers one to two at most.

• Make sure that extracurricular duties are not overly demanding for beginning teachers. Protect your beginning teachers.

• Coaching relationships among teachers. 

Direct assistance to teachers in their day-to-day activities

Page 8: Specific Responsibilities of Instructional Leaders

PRINCIPAL /TEACHERSIntellectual Stimulation

(Fullan, 2001)Specific behaviors and characteristics associated with the

responsibilities:Knowledge Building

Knowledge Sharing

Knowledge Creation

Knowledge Management

Page 9: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS 3. Change Agent(Yukl, 2013, Marzano, 2005)

Change agentrefers to leaders disposition to challenge school practice that have been in place for a long time and promoting the value of working at the edge of one’s competence.

Page 10: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS 3. Change Agent(Yukl, 2013, Connor, 1995)

Each group will give one reason WHY PEOPLE RESIST MAJOR CHANGES IN ORGANIZATION

Page 11: Specific Responsibilities of Instructional Leaders
Page 12: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS 3. Change Agent(Yukl, 2013, Connor, 1995)

There are a number of different reasons why people resist major changes in organizations

1. Lack of trust. Distrust of the people who propose it.

2. Belief that change is not necessary .There is no clear evidence of serious problems that

require major change.3. Belief that the change is no feasible.

Even when problems are acknowledged, a proposed change may be resisted because of the failure of earlier change programs.4. Economic threats.

The fear of personal loss of income, benefits, or job security.5. Relative high cost.

Change will always entails some costs, which may he higher than the benefits.

Page 13: Specific Responsibilities of Instructional Leaders

3. CHANGE AGENT(Yukl, 2013, Connor, 1995)

6. Fear of personal failure. Change makes some expertise obsolete and

requires learning new way of doing the work. 7. Loss of status and power.

New strategies often requires expertise not possessed by some of the people currently enjoying high status as problem solvers.

8. Threat to values and ideals. Change that appears to be inconsistent with

strong values and ideals be resisted. 9. Resentment of interference.

Some people resist change because they do not want to be controlled by others.

Page 14: Specific Responsibilities of Instructional Leaders

PRINCIPAL being an OPTIMIZER

Speak positively about the innovation,

Provide examples of other schools that have successfully implemented the innovation.

Express a continued belief that the innovation will enhance student achievement.

Identify roadblock and challenges to the innovation,

PRINCIPAL S3. Change Agent (Inside School Organization)(Yukl, 2013, Marzano, 2005)Optimizer refers to the extent to which the leader inspires others and is the driving force when implementing a challenging innovation. (Blase and Kirby ,2000)

TEACHERS

Model a "can do" attitude; formulate agreements about supporting initiatives, such as "no badmouthing the change"

Analyze change initiatives to determine implications for different stakeholders.

Page 15: Specific Responsibilities of Instructional Leaders

PRINCIPAL S3. Change Agent(Yukl, 2013, Marzano, 2005, Cotton, 2003)

Encourage and facilitate learning by individuals and teams.School Principal should keep subordinates informed about relevant learning an opportunities

(e.g., workshops, training programs, college courses)

Self-Managed Work Teams (Teachers)Involve members in planning strategies for attaining the

objectives, and empowering the members to find creative solution to problems.

PrincipalTo coordinate and facilitate the process of making and

implementing team decisions (e.g., conduct meetings, prepare work schedules and

administrative paperwork)

Inside School Organization(Koter ,1982).

Page 16: Specific Responsibilities of Instructional Leaders

OFFICIALS IN

GOVERNMENT

AGENCIESPARENTS

SUPPLIERS

COLLEGUES IN THE SAME PROFESSION

IMPORTANT PEOPLE IN

THE COMMUNITY

BOARD OFDIRECTOR

S

Indirect Subordinate

PRINCIPAL

Direct Subordina

te

PRESIDENT

DepEd Officials

Peers

Religious Group

3. Change Agent (Outside School Organization)(Koter, 1982)

Page 17: Specific Responsibilities of Instructional Leaders

Principal use different parts of their network for different purposes and extend the network as needed toaccomplish a particular objective (Kaplan, 1988).

3. Change Agent (Outside School Organization)(Koter, 1982)

Good network relationships in the organization are associated with greater influence over subordinates.

(Bono & Anderson, 2005)

What are the ways of developing or widening our networks?

Page 18: Specific Responsibilities of Instructional Leaders

Networks are developed in a variety of ways, such as:(Bono & Anderson, 2005)• Talking before, during, and after meetings,

ceremonies, and social events in the organization;

• Serving on special committees, interest groups, and task forces;

• Joining civic groups, advisory boards, and social clubs; and

• Attending workshops, trade shows, and meetings of professional associations.

• Keeping in touch, and showing appreciation for favors received, especially those requiring a significant effort on the part of the person doing it.

3. Change Agent(

Page 19: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS CHANGE AGENT

(Yukl, 2013, Marzano, 2005)Specific behaviors and characteristics associated with the

responsibilities:

Consciously challenging the status quoSystematically considering new and better ways of doing thingsBeing willing to lead change initiatives with uncertain outcomes

Page 20: Specific Responsibilities of Instructional Leaders

As a communicator the principal has clear goals for the school and articulates those goals to faculty and staff.

GENERAL ROLE OF SCHOOL LEADERS

Seek first to understand and then to be understood Involves establishing strong lines of communication by listening to and understanding the needs of those within the organization.

Page 21: Specific Responsibilities of Instructional Leaders

AFFIRMATION

• Communication of accountability.

• The school leader has the responsibility to praise and celebrate but yet must still have the courage to address negatives.

CONTINGENT REWARDS

the extent to which the school leader recognizes and rewards individual accomplishments.

Principal demonstrates the responsibility of Contingent Rewards when he singles out and praises a teacher who has put in extra time to achieve a certain goal.

Page 22: Specific Responsibilities of Instructional Leaders

PRINCIPAL/TEACHERS COMMUNICATION/

AFFIRMATION/CONTINGENT REWARDSElmore , 2000; Fullan, 2001;

Specific behaviors and characteristics associated with the responsibilities:Communication:

Being easily accessible to teachers

Affirmation:Systematically and fairly celebrating the accomplishments of students and teachers. Also, recognizing failures of the school as a whole. Contingent Rewards:Using hard work and results as the basis for rewards and recognition

Page 23: Specific Responsibilities of Instructional Leaders

CULTURE(Hanson ,2001; Hoy & Miskel, 2008; Leithwood and Riehl, 2003).

Schools also have their own unique cultures that are shaped around a particular combination of values, beliefs, and feelings and its gives its distinctive identity.

Page 24: Specific Responsibilities of Instructional Leaders

LEVEL OF CULTURE(Schein, 1992 , 1999)

Tacit assumptions1. Human nature2. Nature of interactions3. Nature of reality4. Nature of knowledge5. Relationship to colleagues

Core ValuesTrustAuthenticityTeamworkCollaboration Shared NormsNever criticize colleagues.Stick together as a groupHandle your own disciplineHelp students after school.

ArtifactsStoriesMyths and legendsIcons Rituals

Page 25: Specific Responsibilities of Instructional Leaders

Establishing policies that enable others to be effective.

Discussing the underlying purpose and mission of the school with the faculty and staff.

Establish school wide rules and procedures for general behavior

Establish a system that allows for the early detection of students whohave high potential for violence and extreme behaviors?

Establish a program that teaches sell discipline and responsibility to students?

The principal celebrates the achievements of students and faculty, especially the academic ones.

Give emphasis on the honor roll, and extraordinary academic accomplishmentsthat foster academics.

CULTURE

Page 26: Specific Responsibilities of Instructional Leaders

As a resource provider the principal ensures that teachers have the materials , facilities, and budget necessary to adequately perform their duties.

GENERAL ROLE OF SCHOOL LEADERS

Page 27: Specific Responsibilities of Instructional Leaders

Allocate resources based on instructional priorities. Be transparent in this work.

Determine annual priorities for faculty learning.

Provide staff development opportunities that are coordinated with theschool's focus and mission.

Respond to issues and concerns raised by staff in a direct, open, and transparent manner.

Develop mechanisms to support teachers through the change process.

Examine leadership team practices and make necessary changes.

TEACHERSupport the principal when situation require a more directive style of leadership.

FLEXIBILITY

Flexibility refers to the extent to which leaders adapt their leadership behavior to the needs of the current situation and are comfortable with dissent. It is associatedwith transformational leadership as well as the theories of Bennis(2003).

Page 28: Specific Responsibilities of Instructional Leaders

RELATIONSHIP

Relationships refers to the extent to which the school leader demonstrates an awareness of the personal lives of teachers and staff to foster this responsibility, Elmore (2000)

TEACHER

Work hand in hand with the principal n acknowledging professional accomplishments of staff; celebrate the awarding of advanced degree: professional honors, and so on.

Recognize significant events in the lives of staff, such as birthdays and anniversaries.

Promote a caring culture and procedures that support staff in facing personal challenges and meeting obligations outside of school such as those related to families and children.

Page 29: Specific Responsibilities of Instructional Leaders

Resource:Ensuring that teachers have the necessary materials and equipment.

Flexibility:Adapting leadership style to the needs of specific situations.

Relationship:Being aware of personal needs of teachers

Page 30: Specific Responsibilities of Instructional Leaders

As an instructional resource the principal actively supports day-to-day instructional activities and programs by modeling desired behavior , participating in service training, and consistently giving priority to instructional concerns

GENERAL ROLE OF SCHOOL LEADERS

Page 31: Specific Responsibilities of Instructional Leaders

INSTRUCTIONAL STRATEGIES

1. Protect the instructional time available to teachers .

2. Provide teachers with an instructional framework for planning units that employs research-based strategies.

3. identify and communicate the content considered essential for all students versus that considered supplemental

4. Ensure that teachers address the essential content

5. Ensure that the essential content can be addressed in the amount of time available for instruction

CLASSROOM MANAGEMENTHave teachers articulate and enforce a comprehensive set of classroom rules and procedures?

Page 32: Specific Responsibilities of Instructional Leaders

REFERENCESBass, B. M., & Avolio, B J (1994). Improving organizational effectiveness through transformational leadership. Thousand

Oaks, CA: Sage.Connor, D. R. (1995). Managing at the speed of change: How resilient managers succeed and prosper where others fail.

New York: Villard Books.

Yukl, G (2013). Leadership in organization, 7th Ed – New York: PearsonLeighwood, K., Day, C., Pam, S., Harris, A., & Hopkins, D. (2006, November). Successful school leadership: What it is and

how it influences pupil learning . Retrieved September 19, 2016, from https://www.researchgate.net/publication/238717790

Smith, W F, & Andrews. R. L. (1989). Instructional leadership: How principal make a difference. Alexandria, VA. Association for Supervision and Curriculum Development.

Hoy , A.W. & Hoy, Wk (2013). Instructional leadership: A research-based guide to learning in school, 7th ed. – London: Pearson.

Marzano, R.J., Waters, T. & McNulty B.A (2005). School leadership that works: from research to results. Alexandria, V.A: ASCD.