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In practical terms, principals talk to teachers, provide staff development, and support lifelong learning about teaching and learning (Blase & Blase, 1999). Professional development that addresses school capacity. chairs and instructional leadership teams were facilitating collaboration centered around student achievement by focusing on instructional prac-tices. At the building level it is vital that principals employ data-gathering processes to determine staff and student needs. Copyright © 2008 by Association for Supervision and Curriculum Development. Key components of sustainability are developing the social environment, learning in context, cultivating leaders at many levels (and ensuring leadership succession), and enhancing the teaching profession. Clearly, multiple role expectations exist for school leaders. In school everybody can be a leader but the school principal is the most important and influential individual in any school. 1703 North Beauregard St. This requires a transformation of the learning cultures of schools—a capacity in which effective principals are adept (Fullan, 2002). There are good reasons to focus on school leadership. themes which defined teachers’ perspectives on effective instructional leadership. School improvement depends on principals who can foster the conditions necessary for sustained education reform in a complex, rapidly changing society. And how will you know when you've arrived at the destination? Characterizing instructional leadership as the principal's central role has been a valuable first step in increasing student learning, but it does not go far enough. Effective principals possess knowledge of the curriculum and good instructional practices (Cotton, 2003) and, subsequently, focus their attention in their schools on curriculum and instruction (Mazzeo, 2003). INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY TEACHING BEGINS WITH THE LEARNER THE DAVID O. MCKAY SCHOOL OF EDUCATION and THE BRIGHAM YOUNG UNIVERSITY–PUBLIC SCHOOL PARTNERSHIP PRESENT THE 10th BIENNIAL CONFERENCE KEYNOTE SPEAKER Michael Fullan is professor emeritus of the Ontario Institute for Studies in Education at the University … Doing so will lead to coherence within a school and offer better opportunities to sustain results. Educational Leadership, v59 n8 p16-20 May 2002. They are concerned about closing the gap between high-performing and lower-performing schools and raising the achievement of—and closing the gap between—high-performing and lower-performing students. Leaders help others assess and find collective meaning and commitment to new ways. 1. Effective leadership sets the direction and influences members of the organization to work together toward meeting organizational goals. In fact, principals may need two t… The best examples of school system success represent accomplishments at the effective level—high performance standards with corresponding results. Principals must monitor how the curriculum is taught and participate in how it is developed. instructional leadership as an option to a necessity for school administrators (Murphy, 2008; Silva, White, & Yoshida, 2011). But as Elmore (2000) points out. . If you are not sure of where you want to go, how will you ever get there? Additionally, continuous improvement requires principals to examine data and find means to address inconsistencies with expected results (Fullan, 2005). Particular features of effective principals and their role in leading the learning community include the following: Data sources inform and guide action, or at least they should. 1703 North Beauregard St. Subsequently, teacher leaders lead change from the classroom by asking questions related to school improvement, and they feel empowered to help find the answer (Reason & Reason, 2007). Principals also need to mobilize teachers' energy and capacities. A norm of sharing one's knowledge with others is the key to continual growth for all. Fullan maintains that a theory is a way of organizing ideas that seems to make sense of the world—i.e. More recently, the emphasis of leadership development has been on enhancing instructional leadership, drawing on a range of research by authors including Dempster et al. "Leaders influence others to understand and agree about what needs to be done and how. Listen to my Podcast on Instructional Leadership on SoundCloud. Leaders have a deeper and more lasting influence on organizations and provide more comprehensive leadership if their focus extends beyond maintaining high standards. They are knowledgeable about curriculum and instruction and promote teacher reflection about instruction and its effect on student achievement (Cotton, 2003). Phi Delta Kappan, 82, 598–606. Developing principals as instructional leaders. Effective principals tend to the learning of all members of a school community (Lashway, 2003). “have theory will travel”. Teachers and principals feel it is important to have someone to steer the curriculum and prioritize staff development (Portin et al., 2003). Principals support instructional activities and programs by modeling expected behaviors, participating in staff development (as noted earlier), and consistently prioritizing instructional concerns on a day-to-day basis. The Cultural Change Principal treats students, teachers, parents, and others in the school well. We now must raise our sights and focus on principals as leaders in a culture of change. But the Cultural Change Principal is also concerned with the bigger picture and continually asks, How well are other schools in the district doing? Teacher workload study. Mar 6, 2017 - Explore Trish Gooch's board "Michael Fullan", followed by 104 people on Pinterest. There is no evidence of troubled schools turning around without the influence of strong leadership. Useful and properly mined data can inform staff about the gaps between desired outcomes and the reality of the results. What is the role of public schools in a democracy? This is a preview of subscription content, log in to check access. For example, information is gathered to diagnose student learning and to prescribe interventions that will best support students in need (Education Commission of the States, 2002). Redefine resistance. In the social and moral environment of the school, we need the resources to close the achievement gap between high and low performers, to develop all schools in the system, and to connect schools to the strength of democracy in society. Only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement. for giving less emphasis to instructional leadership are lack of in-depth training, lack of time, increased paperwork, and the community’s perception of the principal’s role as that of a manager (Flath, 1989; Fullan, 1991). Fink and Resnick (2001) examined school districts' efforts to develop principals into instructional leaders who could achieve a large-scale turnaround in literacy and numeracy. Teaching in the knowledge society. Effective principals monitor the implementation of curriculum standards and make sure they are taught (Schmoker, 2006). This is especially important when principals are faced with removing ineffective teachers. According to Fullan (2001), “the litmus test of all leadership is whether it mobilizes people’s commitment to putting their energy into actions designed to improve things” (p. 9). They hold high expectations that teachers and students will meet these goals and hold themselves accountable for the success of the school. New York: Teachers. And how will you know when you've arrived at the destination? The Cultural Change Principal knows that building relationships and teams is the most difficult skill for both business and education leaders (Hay Management Consultants, 2000). 19 quotes from Michael Fullan: 'Leaders have to provide direction, create the conditions for effective peer interaction, and intervene along the way when things are not working as well as they could. Collins (2001) compared 11 companies with long-term, positive financial performance profiles (a minimum of 15 consecutive years) with other companies that made short-term shifts from good to great, but failed to sustain their gains. In particular, we focus on the following goals: Figure 1.1 outlines key references relating to these elements of instructional leadership. In The Six Secrets of Change, Michael Fullan makes a strong case for using reflective and conceptual insight tied to underlying theories to guide instructional leadership practice. Effective principals skillfully gather information that determines how well a school organization is meeting goals and use that information to refine strategies designed to meet or extend the goals. Cultural Change Principals display palpable energy, enthusiasm, and hope. Not only do effective principals focus attention on curriculum and teaching, they also understand teaching and possess credibility in the eyes of their staff (Mazzeo, 2003). Greater results are achieved when principals encourage school staff to actively analyze data for improving results (Zmuda et al., 2004). The Six Secrets of Change (see . On the Move Let’s look at some of the changes that were evident at Heritage after about a year of this turnaround work. Successful instructional leaders provide conditions through staff development that incorporate study of professional literature and successful programs, demonstration and practice of new skills, peer coaching, and use of action research focused on student data, and they study the effect of new strategies on students (Blase & Blase, 1999). Goals for Today: • Explore the role of an Instructional Leader • Review the impact an Instructional Leader has on student achievement • Examine the challenges an Instructional Leader faces • Help each other consider different ways to think about our challenges 20172004). Thus, leaders build relationships with diverse people and groups—especially with people who think differently. Alexandria, VA 22311-1714, by James H. Stronge, Holly B. Richard and Nancy Catano. Principals are in a good position to support teacher effectiveness through observations and conversations with teachers (Cooper et al., 2005). Furthermore, how will you know when and how to take corrective action along the way? In 2001, PriceWaterhouseCoopers published the results of a teacher workload study they had conducted in England and Wales. For some time, educators have believed that principals must be instructional leaders if they are to be the effective leaders needed for sustained innovation. Our concern is the depletion of resources in the social and moral environment (Hargreaves, in press). Learning in context also establishes conditions conducive to continual development, including opportunities to learn from others on the job, the daily fostering of current and future leaders, the selective retention of good ideas and best practices, and the explicit monitoring of performance. Some educators believe that if a school organization is not meeting curriculum expectations established by state and local policymakers, the problem is leadership. Additionally, good principals foster the idea of working together as a valuable enterprise because they understand that this kind of collaborative learning community ultimately will build trust, collective responsibility, and a schoolwide focus on improved student learning (Prestine & Nelson, 2003). These accomplishments may be impressive, but they do not represent the kinds of deep, lasting reforms implemented by executive leaders, who establish the conditions for “enduring greatness.”. ; Lakomski et al Leaders look for ways to address those concerns. School principals who focus on a vision for their schools nurture the leadership capabilities of their teachers. Never a checklist, always complexity. To a certain extent, a school leader's effectiveness in creating a culture of sustained change will be determined by the leaders he or she leaves behind. A summary of key indicators of the role of effective principals and gathering and using data in their schools is listed on the next page: Related Resources: Brimijoin, Marquisse, & Tomlinson, 2003; Guskey, 2003; Marzano, 2003; Parsons, 2003; Schmoker, 2003. Learning at work—learning in context—occurs, for example, when principals are members of a district's intervisitation study team for which they examine real problems—and the solutions they have devised—in their own systems. Additionally, principals are in the best position to help teachers improve in areas of weakness and can accomplish this through observations and dialogue that shows respect for teachers as professionals (Cooper, Ehrensal, & Bromme, 2005). Further, for leaders to be able to deal with complex problems, they need many years of experience and professional development on the job. This principal does not make the mistake of assuming that the best ideas will carry the day. Effective principals model behaviors that they expect of school staff (Marzano et al., 2005). In Conversation, Fall 2008), is more than knowledge and . Providing strong principal training is useful, too. Attaining school goals requires individual and shared efforts (Kyrtheotis & Pashiardis, 1998b). Alexandria, VA 22311-1714. This principal constantly reminds teachers that they are engaged in practicing, studying, and refining the craft of teaching. This process requires the facilitation of individual and shared efforts to accomplish common objectives" (Kyrtheotis & Pashiardis, 1998b, p. 3). New York: HarperCollins. Principals who focus on school improvement have more effective schools (Shen & Hsieh, 1999). Beyond Instructional Leadership Consequently, principals are not the only instructional leaders in a school. The seven claims of instruction leadership as identified by Leithwood, Day, Sammons, Hopkins, Harris, Leithwood, Gu, Brown, Ahtaridou and Kington (2009) were used to frame the interview protocol which is designed to develop a deeper understanding of each principal's … Combining these efforts with using data appropriately, as well as monitoring what takes place at the classroom level, will increase the likelihood that schools will achieve their goals for student learning. Further, if school leaders do not concern themselves with the development of the social and moral environment of the entire district (in addition to the development of the environment within their own school), then not only will the school system deteriorate, but eventually their own school will also fail. (2001). Like the business leader, the principal of the future—the Cultural Change Principal—must be attuned to the big picture, a sophisticated conceptual thinker who transforms the organization through people and teams (Fullan, 2001). al. Instead, the Cultural Change Principal provides opportunities for people to visit sites that are using new ideas, invites questions and even dissent, and expects the change process to proceed in fits and starts during the first few months of implementation. And a valuable byproduct for principals who collaboratively focus on instructional leadership is that they are less likely to burn out (Marks & Printy, 2003). Simply put, schooling is organized around two key functions: (1) teaching and learning, and (2) organizing for teaching and learning. and others don't. In effective schools, principals are able to judge the quality of teaching and share a deep knowledge of instruction with teachers (Fink & Resnick, 2001). Those concerned about the depletion of resources in the physical environment were the first to discuss the issue of sustainability. Successful principals understand that it is important to establish clear learning goals and garner schoolwide—and even communitywide—commitment to these goals. Hay Management Consultants. He says that effective leaders can raise the level of importance by looking for evidence that curriculum standards are taught through the review of formative assessments, grade books, team lesson logs, and student work. (2002). Today's principals must become role models for learning while continually (or at least regularly) seeking tools and ideas that foster school improvement (Lashway, 2003). Fullan, M. (1982). Fullan, Michael. The Cultural Change Principal appreciates that teaching is both an intellectual and a moral profession. An organization cannot flourish—at least, not for long—on the actions of the top leader alone. Teachers too frequently view classroom observations as a means to satisfy contractual obligations rather than as a vehicle for improvement and professional growth (Cooper et al., 2005). [email protected] Highly successful principals develop and count on the expertise of teacher leaders to improve school effectiveness (Leithwood et al., 2004). As a result, leading instructional efforts in a school has evolved into a primary role for school principals. Leaders can't avoid the inevitable early difficulties of trying something new. Cultural Change Principals value the tensions inherent in addressing hard-to-solve problems because that is where the greatest accomplishments lie. They ensure that student progress is monitored through the continual aggregation and disaggregation of student performance data that are directly related to the school's mission and goals. Good to great: Why some companies make the leap . In turn, to mobilize teachers, we must improve teachers' working conditions and morale. Learning needs to occur throughout an organization, and principals need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. Organizations must set their sights on continual improvement at all levels, and for that they must nurture, cultivate, and appoint successive leaders who are moving in a sustained direction. However, to effectively foster student learning requires the exercise of distributing leadership (Tucker & Tschannen-Moran, 2002). Learning in context helps produce such leaders. Fink, E., & Resnick, L. (2001, April). First and foremost, principals need to have a clear vision for their schools (Manasse, 1985; Zmuda, Kuklis, & Kline, 2004). 8:00 a.m.-6:00 p.m. This is more likely to occur when principals exercise the collegiality of leadership. Encouraging staff to collect, analyze, and determine appropriate actions based upon the results should be a collective enterprise. From the standpoint of sustainability, the principalship itself benefits from these improved conditions: We will only get quality principals when we have quality teachers. Not only do principals need adequate knowledge and skill to assess teacher performance, they also need a sense of self-efficacy that they can do so successfully. One major emphasis in the educational arena in the early 21st century has been the continuing demand for greater accountability to increase student performance. Such learning can be valuable for further development, but it is not the kind of applied learning that really makes a difference. This leader works hard to develop the full range of emotional intelligence domains, especially self-management of emotions and empathy toward others (Goleman et al., 2002). This work, like Fullan’s (2014), seeks to focus on the role of the school principal and Much change is structural and superficial. Principals of high-achieving schools expect teachers and students to meet the schools' goals (Leithwood & Riehl, 2003). Because complex societies inherently generate overload and fragmentation, effective leaders must be coherence-makers (Fullan, 1999, 2001). Appreciate the implementation dip. Goleman, D., Boyatzis, R., & McKee, A. The development of a clear vision and goals for learning is emphasized by principals of high-achieving schools (Leithwood & Riehl, 2003). As part of this collaborative process, teacher leaders provide valuable insight and ideas to principals as they work together toward school improvement. The demands that accompany high-stakes testing compel principals to guide their schools to learn from their results and experiences. ... (Fullan, 2001). Moral purpose is social responsibility to others and the environment. Schools and districts need many leaders at many levels. state? Address Likewise, Fullan (1991) considers instructional leadership to be an active, collaborative form They strive to protect instructional time by removing issues that would detract teachers from their instructional responsibilities (Marzano et al., 2005). Effective instructional leaders believe that staff should collaborate and openly discuss instruction and program administration collectively among all stakeholders (Blase & Blase, 1999). The best possible instructional leadership cannot be accomplished simply by having a leadership framework of effective leadership practices and personal leadership resources in place. Individualistic strategies—signing bonuses, pay hikes—will not work to boost the ranks of quality teachers; the conditions of teacher work must be conducive to continual development and proud accomplishment. Principals use a variety of staff development tools to focus awareness on research-based strategies that facilitate improved instructional effectiveness (Blase & Blase, 1999). The researchers concluded that if the government is to transform the teaching force. Thus, we need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself. Teachers who work with the Cultural Change Principal know that they are engaged in scientific discovery and the refinement of the teaching knowledge base. Well-established relationships are the resource that keeps on giving. Continuous improvement requires an examination of the data (Fullan, 2005). Having the best ideas is not enough. And when milestone achievements are reached, those successful results are celebrated. Successful leaders don't mind when naysayers rock the boat. See more ideas about michael, leadership, instructional leadership. Michael Fullan, O.C., is the global leadership director, New Pedagogies for Deep Learning and a worldwide authority on educational reform with a mandate … Principal as Instructional Leader presentation 1. Additionally, if their schools are moving in the right direction, they model effective leading and learning. Principals build trust by supporting and nurturing teacher development by providing feedback that helps teachers to improve. The evidence that the quality of instructional leadership Information, of which we have a glut, only becomes knowledge through a social process. There is no step-by-step shortcut to transformation; it involves the hard, day-to-day work of reculturing. Nevertheless, such a principal forges ahead and expects progress within a year because he or she has nurtured the conditions that yield results sooner rather than later. So, Michael Fullan created the pentagon leadership model, or framework for leadership, to deal with the often confused and difficult reality of leading change. The lessons of leadership. San Francisco: Jossey-Bass. They also look to the future and strive to create a culture that has the capacity not to settle for the solution of the day. Additionally, effective principals develop and depend on leadership contributions from a variety of stakeholders, including teachers and parents (Leithwood et al., 2004). Fullan, M. (2001). Principals must develop leadership skills that help them to build the intellectual capital that is necessary to make good curriculum choices, establish expectations for student work, and provide teachers with opportunities to learn the specifics of teaching well within their academic areas.

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