Instructional Leadership
Many educators believe that principals should play the role of instructional leader, and not just school manager ( Fink & Resnick, 2001). The reality is, however, that the many demands on a principal's time and management skills make it difficult for most of them to spend time in classrooms, except, often, when performing teacher evaluations. While principals often make sure teachers have opportunities for professional development, they themselves rarely have any time to directly affect their teachers' professional growth ( Fink & Resnick, 2001). At the same time, parents, the media, and government at local state and national levels have openly questioned whether our schools, and by extension our teachers, are doing an adequate job of teaching (Johnson et. al., 2000). One expert in the field, a principal himself, suggests that the solution is for principals to share the role of instructional leadership with teachers (Hoerr, 1996).

The approach of…...

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BIBLIOGRAPHY

Fink, Elaine, and Resnick, Lauren B. 2001. "Developing Principals as Instructional Leaders." Phi Delta Kappan: 82.

Hoerr, Thomas R. 1996. "Collegiality: A New Way to Define Instructional Leadership. Phi Delta Kappan: 77.

Johnson, Jeannie Pritchett; Livingston, Martha; Schwartz, Robert A., and Slate, John R. 2000. "What Makes a Good Elementary School? A Critical Examination." The Journal of Educational Research: 93.

Instructional Leadership
What did the author say?

Halverson, Grigg, Prichett & Thomas (2005) propose in their article, presented before the National Council of Professors Educational Administration, a new analytic framework for understanding instructional leadership. The authors propose that educational leadership is a dynamic process, one that cannot be manipulated through one answer alone. ather, the authors propose that education is as dynamic as the world itself. Students are diverse. They require complex systems because they are complex systems. The authors consider how leaders in the educational system work with teachers to build data-driven instructional systems or DDIS; they do this as proposed by the authors, by creating programs that use existing school functions and activities. In doing so, information flow is promoted throughout the school.

What does the author mean?

The authors suggest that the flow of information is vital to student achievement. In the past random acts were used to measure student achievement…...

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References:

Barth, R.S. 1991. Improving schools from within. San Francisco: Jossey-Bass.

Halverson, R., Grigg, J., Prichett, R. & Thomas, C. 2005. The new instructional leadership:

Creating data-driven instructional systems in schools. NCPEA, University of Wisconsin. Retrieved:  http://www.academiccolab.org/resources/documents/HalversonGriggPrichettThomas%20NCPEA.pdf 

Hoerr, T.R. 2008 Jan. What is instructional leadership. Information Assessment, Vol. 65, No.4,

As Hill (1996) sees it, the differnce between instructional leadership of the previous decade and instructional leadership of the present and the future is that leadership of the past focuses on teaching and learning, whereas leadership of the present and future involves principals spending more time establishing appropriate preconditions for education and following through with interventions aimed to improve the learning experience. Principals, therefore, have to be experts in a variety of areas -- and this is part of the challenges of the future.

Leadership challenges that will be present in the future.

Instructional leadership is essentially split into three components: (1) administrative, where the principal still ahs to carry out his regular tasks of helping the school move on and succeed, (2) collaboration with students and teachers -- being there with them, listening to them, and joining them in their concerns, (3) educational - being actively involved in the unfolding and…...

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References.

Botha, RJ (2006) Excellence in leadership: demands on the professional school principal South African Journal of Education, Vol 24(3) 239 -- 243

Caldwell BJ 2002. Professionalism for Australian principals. The International Principal, 5:9-10.

Instructional Leadership [e-Lead]

www.e-lead.org/resources/resources.asp?ResourceID=14

Instructional leadership and professional development are some of the most important components towards enhancing the effectiveness of teachers with regards to learning outcomes and achievement of the required educational standards. This is primarily because instructional leadership and professional development are focused on student learning and achievement. School districts are increasingly recognizing the need to promote instructional leadership and professional development of educators in order to enhance student learning and achievement. Paterson Public School considers instructional leadership and professional development as the basic vehicles for generating the desired change in teaching practice, which in turn helps in enhancing learning outcomes and student achievement. As a result, the school utilizes several measures for conducting needs assessment in relation to instructional leadership and professional development. This paper examines the evaluation instruments utilized by Paterson Public School for needs assessment on instructional leadership and professional development. Evaluation Instruments at Paterson Public School

Paterson Public School is…...

Professional Standards for Educational Leaders (PSEL) The concept of instructional leadership posits that strong leadership in education focuses on curriculum and instruction (Mitchell, Kensler & Tschannen-Moran, 2015). As an instructional leader, therefore, it is important to have a deep understanding and personal sense of the Professional Standards for Educational Leaders (PSEL). This paper will examine PSEL’s Standards 1-10, summarize each standard and describe my role in relation to each standard.
Standard 1: Mission, Vision, and Core Values
This standard holds that effective educational leaders create, promote and embody and mission, vision and core set of values that can be shared by all stakeholders within the educational system (Professional Standards for Educational Leaders, 2015). As I do not have a great deal of experience in creating such a vision, this is one standard that I need improvement in. For most of my educational career, I have followed others in the sense of accepting and…...

Leadership Styles Among Male and Female Principal
It is the intention of this research to study the leadership and cognitive styles of teachers and instructors of both genders within the educational system and their preference for types of leadership in a principal of that institution.

The research will include teachers and educators from all levels of the educational system from grade school to high school. The study will also include teachers and instructors from all major academic fields of study offered in public and private schools. The studies conducted thus far in the educational arena indicate that teachers are equally inclined towards different cognitive styles.

Teachers prefer a mix of idealist, analytical and realistic cognitive styles of leadership in their Principals. Studies have also indicated that teachers prefer that principals are people oriented and task oriented in their approach to running the school or institution. In addition, teachers also prefer that the Principal…...

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Bibliography

Berens, Linda V., and Dario Nardi. Personality Types, Descriptions for Self-Discovery. New York: Telos Publications, 1999.pp.

Blake, R.R., H. Shepherd, and Jane Srygley Mouton. Managing Intergroup Conflict in Industry. Houston, Tx: Gulf Publishing Company, 1964.pp.

Blau, Francine D., Marianne A. Ferber, and Anne E. Winkler. The Economics of Women, Men, and Work. Prentice-Hall Series in Economics. 4th ed. Upper Saddle River, N.J.: Prentice Hall, 2002.pp. xviii, 446

Bossert, S.T., et al. "The Instructional Management Role of the Principal." Educational Administration Quarterly 18.3 (1982): 34-64.

businesswire.com).
National Educational Technology / State Leadership: The State Educational Technology Directors Association (SETDA) has released its 7th annual National Educational Technology Trends Report and it indicates that technology is playing "an increasingly important role" in K-12 school improvement efforts. Leadership in technology training in schools is vital if the future needs of all students are to be met, according to an article in Yacht Charters Magazine (Marketwire, 2010). The article quotes Secretary of Education Arne Duncan: "Schools can't be throw-backs to the state of education fifty, twenty, even ten years ago."

Peabody Faculty Recognized for Research, Leadership: Several faculty members from Vanderbilt University's Peabody Research Institute have been selected as American Education Research Association Fellows due to the leadership they demonstrated in scientific and scholarly educational research initiatives (Vanderbilt University). Meanwhile Robert Rodosky, who is adjunct professor of Leadership Policy and Organizations at Vanderbilt, has won the 2010 Excellence in Educational…...

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Works Cited

Brown, Linnea. (2010). Kaplan University Launches New Online Programs, Including Two New

Master's Degrees. Business Wire. Retrieved April 20, 2010, from http://www.businesswire.com.

Court, Marian. (2007). Changing and/or Reinscribing Gendered Discourses of Team Leadership

In Education? Gender and Education, 19(5), 607-626.

For the principal too, this method helps him improve his relationship with staff and the atmosphere has a positive impact on students and parents where a harmonious school atmosphere is created instead of one that represents fragmentation.
In all ways, then, my experiences within this leadership-cycle has only been positive.

Goals in the next five years that relate to instructional leadership

Instructional leaders need to know what is going on in the classroom. I intend to walk around the students inconspicuously picking up observations of the way that they perceive their classroom teaching and unobtrusively picking up information regarding classroom content. I also intend to make an unobtrusive survey of textbooks and material taught in the classroom. I will inconspicuously interweave my observations in the meetings in a manner that teachers do not feel threatened.

I also intend to make these meetings more relaxed encouraging teachers to dress in casual style, act in…...

Leadeship Skills Impact Intenational Education
CHALLENGES OF INTERNATIONAL EDUCATION

Pactical Cicumstances of Intenational schools

THE IMPORTANCE OF LEADERSHIP IN EDUCATION

What is Effective Leadeship fo Today's Schools?

Challenges of Intecultual Communication

Challenges of Diffeing Cultual Values

Impotance of the Team

Leadeship Style

LEADERSHIP THEORIES

Cuent Leadeship Reseach

Tansfomational Leadeship

Skills-Authoity

Contingency Theoies

APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING

Wagne's "Buy-in" vs. Owneship

Undestanding the Ugent Need fo Change

Reseach confims what teaches, students, paents and supeintendents have long known: the individual school is the key unit fo educational impovement, and within the school the pincipal has a stong influence upon the natue of the school, the conditions unde which students lean, and upon what and how much they lean. Despite this ageement about the cental ole of the pincipal, thee is little eseach concening the chaacteistics of pincipals associated with effective leadeship and with pupil accomplishment, and even less insight about how these chaacteistics might be developed and by what means, paticulaly fo intenational school settings.…...

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reference:

http://mason.gmu.edu/~lshafer/schoolsetting.html].

Allen, K.E., Bordas, J., Robinson Hickman, G., Matusek, L.R., & Whitmire, K.J. (1998). Leadership in the twenty-first century. Rethinking Leadership Working Papers. Academy of Leadership Press. http://www.academy.umd.edu/scholarship/casl/klspdocs/21stcen.html

Bennis, W.G. (1997). "The secrets of great groups." Leader to Leader, No.3. The Peter F. Drucker Foundation for Nonprofit Management. http://www.pfdf.org/leaderbooks/L2L/winter97/bennis.html

Crowther, F., Kaagan, S., et. al. (2002). Developing Teacher Leaders. Thousand Oaks: Corwin Press.

instructional supervision?
Instructional supervisor maintains a bridge between students and teachers. Since the communication between students and teachers are very important, it is instructional supervisor's role to ensure that the effectiveness and quality of teaching methods (or teachers). In this matter, instructional supervisor is responsible to provide enough feedbacks to the teachers and communicate with students about their expectations and educational developments. In the traditional institution, an instructional supervisor takes the role of a helper. However, in the ideal model an instructional supervisor is a mentor for students and a role model for teachers.

What should be the ultimate purpose of supervision?

The ultimate purpose of supervision is to protect the best interest for students. It is not limited to enhancement of education and teachers but also the effectiveness and reliability of environmental factors (e.g., the location of classroom, the effectiveness of classroom materials).

3. Who should supervise? Who should be supervised?

The supervisor…...

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References

1. Instructional Supervision by William Dewitt

2. Supervision and Instructional Leadership by Carl D. Glickman

Essay Topic Examples
1. The Role of Teacher Leadership in romoting Classroom Engagement:
This essay could explore how teachers can act as leaders to foster a more engaged learning environment. It could examine strategies that encourage active participation, collaboration, and a community feeling within the classroom.

2. Student-Centered Leadership: Empowering Students in the Learning rocess:
Focus on how leadership in the classroom does not solely rest on the teacher, but also involves empowering students. Discuss methods for encouraging student leadership and the impact these methods have on self-esteem, motivation, and accountability.

3. The Impact of Classroom Leadership on Academic erformance:
Analyze the correlation between effective leadership in the classroom and student academic outcomes. Consider both quantitative and qualitative studies that evaluate how leadership styles can influence learning and achievement.

4. Transformational Leadership in Education: Beyond Traditional Classroom Management:
Delve into the aspects of transformational leadership theory as applied to education. Describe how transformational teachers inspire, stimulate, and engage…...

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Primary Sources

Lewin, Kurt, Ronald Lippitt, and Ralph K. White. \"Patterns of aggressive behavior in experimentally created \'social climates\'.\" The Journal of social psychology 10.2 (1939): 271-299.

Kounin, Jacob S. \"Discipline and group management in classrooms.\" (1970).

Brophy, Jere E., and Thomas L. Good. \"Teacher behavior and student achievement.\" Handbook of research on teaching 3 (1986): 328-375.

Marzano, Robert J., Jana S. Marzano, and Debra J. Pickering. \"Classroom management that works: Research-based strategies for every teacher.\" Alexandria, VA: Association for Supervision and Curriculum Development (2003).

Danielson, Charlotte. \"Enhancing professional practice: A framework for teaching.\" ASCD (2007).

Leadership: Enhancing Lessons Experience
According to Johnson, & Giorgis (2002), Leadership is the process in which an individual influences actions of others towards common goals, Formulates policies, strategies, and influence people towards achievement of the same strategies. Over the past decades, various changes in the world have led to various definitions of leadership. The fall of the Soviet Union, globalization and various advances have changed the world we knew. A woman in leadership positions is a new phenomenon; various leadership trainings are available, and leadership as a skill is now an asset for professionals. For African Universities to ensure knowledge transfer and observing millennium development goals, a good leadership structure is essential. A leader has exception skills and acts outrageously to situations (Padam, 2009).

Scholars have advanced various theories on leadership. Leaders' Individual personal attributes beat explains the trait theory, when one looks closely at Mahatma Gandhi and Hitler it is evident…...

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References

Johnson, N.J., & Giorgis, C. (2002). Leadership. The Reading Teacher, 56(3), 315-316. Retrieved from http:/ / proquest.com/docview/203276035

Padam, S. (2009). Leadership: Theory and practice. South Asian Journal of Management, 16(3), 136-137. Retrieved from http://.proquest.com/docview/222728386

Ilgen, D.R., Hollenbeck, J.R., Johnson, M., & Jundt, D. (2005). TEAMS IN ORGANIZATIONS: From input-process-output models to IMOI models. Annual Review of Psychology, 56, 517-543. Retrieved from  http://search.proquest.com/docview/205830055 

Hanson, K., & Leautier, F. (2011). Enhancing institutional leadership in african universities: Lessons from ACBS's interventions. World Journal of Entrepreneurship, Management and Sustainable Development, 7(2), 385-417. doi: http://dx.doi.org/10.1108/20425961201000040

Most conclusions on this approach were vague or indecisive in terms of social, psychological or mental significance (ice, 1978, 1981; Graen et al., 1972; Ashour, 1973).
Furthermore, over the years, many scholars have come to the realization that leadership is situational and hence there are many realistic settings like the environment, the employees, the resources, etc. that determine the characteristics needed in a leader as well as his/her business approach (Hershey and Blanchard, 1977, 1984). This is why it is important to first understand the different types of scenarios that a leader can face and then use those scenarios as the foundation on which most leadership techniques and approaches are built. This idea of leadership being situational is very helpful in outlining the methods through which leadership can be developed and has taken up a good part of the last three-decade of research (Mckenna, Boyd and Yost, 2007).

There were many…...

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References

Adler, a. (1946). Understanding human nature. New York: Permabooks.

Ashour, a.S. (1973). The Contingency Model of Leadership Effectiveness: An Evaluation. Organizational Behavior and Human Decision Processes 9: 335-76.

Bandura, a. (1997). Self-efficacy. The Exercise of Control. New York: W.H. Freeman. (Bass, B.M. 1985). Leadership and Performance Beyond Expectations. New York: The Free Press.

Bennis, W., and B. Nanus. (1985). Leaders. New York: Harper and Row.

Leaders step forward. That's now leaders become better leaders. That's how a "young" inexperienced" leader becomes a better leader. His or her qualities are formed such that he projects the need and desire to become better. Therefore, it happens. ut the leadership qualities that identified them as requiring more experience or a diversity of challenges to make them a CEO or CO are already present.
Is Leadership a "Learned" Set of Skills and Traits...

It may seem that we are answering the same question three times, and, perhaps we are. If we follow the logic of our previous answer, leadership itself is not a learned set of skills or traits. A leader becoming a better manager or executive or administrator involves a learned set of skills or traits. ut he or she has already displayed the traits of leadership -- those inherent personality characteristics, charisma, talents, and the vision that allows…...

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Bibliography

Gunn, B. (2001). Can leadership be taught? Retrieved November 17, 2009, from allbusiness.com:  http://www.allbusiness.com/human-resources/employee-development-leadership/696129-1.html 

Kurnik, E. (2009). Define leadership. Retrieved November 17, 2009, from hubpages.com:  http://hubpages.com/hub/Define-Leadership 

Zito, E., & Zimmerman, S. (2008, April 21). Can Leaders Be Taught? Retrieved November 17, 2009, from onveon.com: http://www.onveon.com/articles/learn-to-lead.htm

Hence, a more corporate attitude is being embraced by pro-vice-chancellors, but the salient question in this article is this: will a university be better off with corporate-style, bureaucratic leadership, or with leadership that pursues academic excellence and a pure mission of educating students?
Wang, Yong, and Poutziouris, Panikkos. (2010). Leadership Styles, Management Systems and Growth: Empirical Evidence from UK Owner-Managed SMEs. Journal of Enterprising

Culture, 18(3), 331-354. Doi: 10.1142/So21849581000604.

What these authors bring to light in this article is that a higher rate of sales and growth for medium sized businesses can be realized when run by an owner that also manages the business. This survey of 5,710 respondents in the UK further pointed to the fact that when the owner-manager delegates authority, the operation is more professional and successful.

Webb, Kerry S. (2009). Creating Satisfied Employees in Christian Higher Education: Research

on Leadership Competencies. Christian Higher Education, 8(1), 18-31.

Doi: 10:1080/153637508021712073.

Author Webb reviews the…...

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Zembylas, Michalinos, and Iasonos, Sotiroula. (2010). Leadership styles and multicultural education approaches: an exploration of their relationship. Leadership in Education,

13(2), 163-0183, doi: 10.1080/13603120903386969.

In this article the authors surveyed 17 principals in multicultural schools in Cyprus in order to find out what leadership styles worked best. The issue is relevant because immigration means new challenges for education leaders. About half of the 17 principals embraced a transactional leadership and "conservative multiculturalism" although another group adopted a style more in tune with what the authors call "critical multiculturalism embedded in critical and social justice leadership."