scholarly journals Support for Instructional Leadership: Supervision, Mentoring, and Professional Development for U.S. School Leaders: Findings from the American School Leader Panel

2016 ◽  
Author(s):  
William Johnston ◽  
Julia Kaufman ◽  
Lindsey Thompson
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
School Leaders ◽  
School Leader ◽  
American School

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

School Leader Perceptions: Coaching Tool and Process

2019 ◽  
pp. 194277511986825
Author(s):  
Sharon J. Damore ◽  
Barbara Stacy Rieckhoff
Keyword(s):  
Instructional Leadership ◽  
School Leaders ◽  
School Leader ◽  
Instructional Leaders ◽  
Teacher Growth ◽  
Instructional Coaches ◽  
Interview Process ◽  
Leader Perceptions ◽  
Professional Conversations

This study extends previous work and builds upon the use of a prescribed coaching tool in an effort to build the capacity of school leaders in the role of instructional coaches. By using a reflective interview process and structured protocol, the authors present findings to suggest administrators need more intentional training to strengthen their role as instructional leaders. The results were organized under three themes: (a) instructional leadership growth, (b) teacher growth, and (c) professional conversations. Historically, minimal training that utilizes explicit tools and strategies to strengthen administrator’s roles as instructional leaders has been provided.

scholarly journals School Leader Relationships

2016 ◽  
Vol 1 (2) ◽  
pp. 19-26
Author(s):  
Kara Lasater
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
School Leader ◽  
Relationship Development ◽  
Complex Nature ◽  
Stakeholder Groups ◽  
Explicit Training ◽  
Meaningful Relationships ◽  
Difficult Situations

An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role-play is discussed as the recommended approach to professional development for school leader relationships.

Educating the Reflective School Leader

1993 ◽  
Vol 3 (2) ◽  
pp. 152-164
Author(s):  
Carl R. Ashbaugh ◽  
Katherine Kasten
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
School Leaders ◽  
Professional Preparation ◽  
School Leader ◽  
Preparation Programs ◽  
Instructional Methodologies ◽  
Problems Of Practice

This paper presents a conceptual analysis of the nature of reflective practice and an argument for emphasizing reflective practice in the preparation and professional development of school leaders. The authors argue that professional preparation that develops reflective practice is one way to resolve the theory-practice dichotomy and to improve professional practice. Further, they assert that preparation programs have the instructional methodologies that encourage and nurture reflection on the messy problems of practice.

Developing Instructional Leadership and Communication Skills through Online Professional Development

2016 ◽  
pp. 354-370 ◽  
Author(s):  
Doron Zinger
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Low Income ◽  
Online Community ◽  
School Leaders ◽  
Teacher Satisfaction ◽  
Online Communication ◽  
Ethnically Diverse ◽  
Theory And Practice ◽  
Online Professional Development

Principals and school leaders play a pivotal role in teacher satisfaction, retention, and learning; thus, they are uniquely positioned to help teachers improve their practice. Principals face many of the same challenges that teachers do, especially in schools serving low-income, low-performing, and ethnically diverse students. This chapter examines the extant literature concerning online professional development (OPD) and how it may hold particular promise for principals and other school leaders who work in these challenging settings, with a focus on attending to principal instructional leadership. A corollary purpose centers on how effective online communication (and the use of digital modalities) can create greater access and flexibility for participants. Establishing lines of communication and building online community may help overcome the professional isolation experienced by principals. Implications for theory and practice are discussed.

scholarly journals What Are Teachers' and School Leaders' Major Concerns About New K--12 State Tests? Findings from the American Teacher and American School Leader Panels

2016 ◽  
Author(s):  
Julia Kaufman ◽  
Laura Hamilton ◽  
Brian Stecher ◽  
Scott Naftel ◽  
Michael Robbins ◽  
...  
Keyword(s):  
School Leaders ◽  
School Leader ◽  
American School ◽  
State Tests ◽  
American Teacher ◽  
K 12

Which Hill Would You Die on?: Examining the Use of War-Normalizing Metaphors in Social Justice Leaders’ Discourse and Practice

2019 ◽  
Vol 30 (1) ◽  
pp. 42-61
Author(s):  
Denise Armstrong ◽  
Stephanie Tuters ◽  
Snežana Ratković
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Professional Practice ◽  
School Leaders ◽  
Development Programs ◽  
Social Justice Leadership ◽  
American School ◽  
Policy Makers ◽  
Educational Discourse ◽  
Political Environments

Metaphors are deeply embedded in educational discourse, yet few studies examine how educators use these linguistic devices to conceptualize, articulate, and make sense of their professional practice. This article examines the metaphors that 38 Canadian and American school leaders used to describe how they accomplished their social justice work in complex political environments. Our analysis revealed that while participants used a variety of metaphors to describe how they subverted inequitable practices to achieve their social justice goals, for the most part, their discourse coalesced around war-normalizing metaphors. We explore the nature of these metaphors, how they contradict and cohere with popular educational discourses and ideologies, and their implications for practice. We further discuss how policy makers, practitioners, and professional development programs can employ metaphors as discursive tools to assess and reconceptualize practice and advance social justice leadership.

A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

2021 ◽  
pp. 019263652110089
Author(s):  
Samuel F. Fancera
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Educational Outcomes ◽  
School Leaders ◽  
Reliable Instrument

The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.

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