what do the members of the teaching staff decide?
Answers
Answer: Beth entered the education profession as a middle school science teacher who wanted to make a difference in the lives of her students. After teaching for a number of years, she wanted to accomplish more than the work that she could do within her classroom and, thus, became a grade-level chair. Beth also worked on the district's science curriculum committee, and then began taking classes at the university at night to earn her administrative and supervision license. Beth was an outstanding teacher, and her first administrative position as the assistant principal for instruction seemed tailor-made for her strengths. Her instructional expertise and knowledge of curriculum provided her with a sound foundation for leading instructional efforts in her school. Beth's office walls looked like a strategic command center of data disaggregation and data tracking. She traveled through classrooms daily, observing instruction and student learning. Her observations helped her to identify classroom needs and strengths. She collaborated regularly with grade-level teams to monitor the needs of students and to determine strategies and resources that could better support students and teachers. And she continued to meet with students to talk about their education goals and progress. In essence, Beth is committed to make teaching and learning in her school the most positive experience it can be.
One major emphasis in the educational arena in the early 21st century has been the continuing demand for greater accountability to increase student performance. National and state expectations require schools to ensure that all students achieve mastery of curriculum objectives, and local schools focus on implementing those requirements to the best of their ability. As a result, leading instructional efforts in a school has evolved into a primary role for school principals.
In order to meet the challenges associated with national and state expectations, principals must focus on teaching and learning—especially in terms of measurable student progress—to a greater degree than heretofore. Consequently, today's principals concentrate on building a vision for their schools, sharing leadership with teachers, and influencing schools to operate as learning communities. Accomplishing these essential school improvement efforts requires gathering and assessing data to determine needs, and monitoring instruction and curriculum to determine if the identified needs are addressed. This chapter summarizes existing research related to instructional leadership and methods principals use to exhibit and harness that leadership to meet their school goals. In particular, we focus on the following goals:
Building and sustaining a school vision
Sharing leadership
Leading a learning community
Using data to make instructional decisions
Monitoring curriculum and instruction
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