Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

School leaders are increasingly being challenged to take a more instructionally focused role in their schools. As pressure for improving student performance in the current standards-based accountability environment swells and test results are increasingly scrutinised, school principals are being urged to focus efforts on the core business of schooling – teaching and learning. This article focuses on school principals who are successful in improving teaching and learning in their schools. Six principals contributed their time, stories and experiences as instructional leaders as well as how they have improved teaching and learning in their respective schools. The article describes the strategies of principals who practise exemplary instructional leadership, and how these principals have influenced teaching and learning. The principals in this sample sought to focus their time and efforts on instructional improvement by shifting their priorities towards teaching and learning. Literature on instructio...

The principal as instructional leader: Guiding schools to improve instruction

/pdf/coaching-for-instructional-leadership-a-case-study-of-er387946vo.pdf

Coaching for Instructional Leadership: A Case Study of Executive Coaches and Principals

When principals lead for improved teaching: The importance principal-teacher interactions Nitya Venkateswaran Chair of the Supervisory Committee: Associate Professor Dr. Meredith Honig College of Education, Educational Leadership and Policy Studies Policymakers call on principals to support teachers’ improvement in their instructional practice. However, research on principals’ instructional leadership practice describe how principals’ actions focus on instruction and not to what extent principals’ supports provide teachers with opportunities for learning. As a result, these studies mostly describe principal actions and associate actions with outcomes instead of examining and describing how principals engage teachers in activities that support teacher learning. This qualitative dissertation uses learning theories to study how principals’ practice may support teacher learning, focusing specifically on one aspect of effective teacher professional development: how social interaction facilitates teachers’ meaning making. Using a conceptual framework built with concepts from sociocultural learning theory and classroom discourse, this embedded comparative case study explores two principals’ different interactions with teachers, to what extent these interactions open up opportunities for teachers to make meaning of instructional ideas and what factors shape the interactions. By using concepts from classroom interaction discourse to conduct a moment-bymoment analysis of two principals’ interactions with teachers, I was able to find variations in principals’ interactions and describe various ways these interactions did or did not open up meaning making opportunities. To explain why principals engaged in different types of interactions, my analysis suggests that principals’ interactions varied due to principals’ interpretations of school improvement expectations regarding time allotted for teacher learning and change and principal’s formal authority over teacher’s change processes. This dissertation highlights the importance of researchers using learning theory to study principal practice. While both study principals engaged in the same leadership activities, their interactions had varied implications for teacher learning. This dissertation also highlights the importance of policy makers and practitioners using a teacher learning lens when intending to support principals and principals’ attempts to improve teacher practice. By describing principal instructional leadership practice as actions to support teacher learning as opposed to actions focused on instruction, subsequent efforts to support leadership practice for school improvement may be more tightly aligned to desired outcomes: improved teaching and learning.

When principals lead for improved teaching: The importance principal-teacher interactions

Assessment Leadership to Promote Student Learning.

Instructional leadership is central to school improvement. The tasks of organizing, coordinating, monitoring, and supporting teachers in their efforts to provide high-quality learning opportunities for students are essential to building a strong instructional program that reaches every classroom. Historically, however, instructional leadership has taken a backseat to managerial and political activities. Larry Cuban, in his book The Managerial Imperative and the Practice of Leadership in Schools, argues that education leaders are caught in a crucible of managerial, political, and instructional demands and that instructional attention invariably loses out (Cuban, 1988). In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005).

The Practice and Process of Instructional Leadership

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The Practice and Process of Instructional Leadership