LESSON 3: INSTRUCTIONAL LEADERSHIP ROLES AND FUNCTIONS

Objectives

1. Describe effective Leadership

2. Give the expectations of a school heads.
3. Identify the core functions of leadership in schools.
4. Formulate strategies to develop effective leadership skills in school setting.
5. Enumerate the various roles of a school heads in achieving instructional goals.
6. Describe the three personal leadership styles.

INSTRUCTIONAL LEADERSHIP

• Lead schools in a way that places student and adult learning at the center.
• Set high expectation and standards for the academic and social development of all students and
the performance of adults.
• Demand content and instruction that ensure student achievement of agreed-on academic
standard.
• Create a culture of continuous learning for adults tied to student learning and other school
goals.
• Use multiple sources of data as diagnostic tools to assess, identify and apply instructional
improvement.
• Actively engage the community to create shared responsibility for student and school success

CORE FUNCTIONS OF LEADERSHIP IN SCHOOL

• STRATEGIC LEADERSHIP- Promoting vision, mission and goals- and developing the
means to reach them.
• INSTRUCTIONAL LEADERSHIP- Ensuring quality of instruction, modeling teaching
practices, supervising curriculum and ensuring quality of teaching resources.
• MANAGERIAL RESOURCES- Overseeing the operation of the school ( its budget,
schedule, facilities, safety and security, and transportation.)
• HUMAN RESOURCES LEADERSHIP- Recruiting, hiring, firing, inducting, and mentoring
teachers and administrator,; developing leadership capacity and professional development
opportunities.
CORE FUNCTIONS OF LEADERSHIP IN SCHOOLS
• CULTURAL LEADERSHIP- Tending to the symbolic resources of the school ( its
traditions, climate and history)
• MICROPOLITICAL LEADERSHIP- Buffering and mediating internal interest while
maximizing resources. ( financial and human)
• EXTERNAL DEVELOPMENT LEADERSHIP Representing the school in the community,
developing capital, tending to public relations, recruiting students, buffering and mediating
external interest and advocating for the school’s interest.

CHARACTERISTICS OF EFFECTIVE INSTRUCTIONAL LEADERSHIP

1. The principal is seldom seen at the office; He / She is walking about.
2. An annual instructional program is being implemented and monitored periodically by a
committee chaired by a principal.
3. Regular meeting with staff are held. These aim to address problems encountered during
program implementation.
4. The school plan for supervision is prepared cooperatively by the staff and monitored by the
principal.
5. There is an active documentation of instructional practice and materials that teacher
considered worthy of adoption.
Aside from the aforementioned characteristics, these are other indicators of active
instructional leadership:
• Mission and vision of the school are clearly stated.
• Curriculum and plans are aligned with school goals.
• A monitoring plan is established and implemented.
• The monitoring plan meet needs.
• Teacher observation and feedback are regularly conducted.
• Resources are accessible.
• Development needs of teachers are address.
• Data-based decisions are made.
• - Strategies that recognize individual differences are in
place.
• Consultation regarding instruction are held.
• Activities that result in student achievement exist.
• School staff are able to practice effective classroom management.
• A variety of supervisory model is employed.
• Technology is effectively integrated in teaching-learning process to improve student learning.
• Multiple opportunities to learn are given to students.
• The school climate promotes learning.
• Multiple criteria and assessment are used.
• Parents are viewed as partners.
• High expectations of teaching staff is the norm.

PRINCIPAL STYLES AND THEIR IMPACT ON TEACHERS AND LEARNERS

1. RESPONDER:
• See their role as mainly administrative.
• Allow teachers and others to lead in decision making.
• Perceived teacher as professional.
• Do not interfere with teacher’s instructional role.
• Strive for strong personal relation with staff.
• Make decisions in terms of immediate issues.
• Do not consider long term goals and plans.
• Flexible and willing to make changes at short notice to solve immediate problems.
2. Managers
• Provide basic support to staff
• Informative and transparent
• Sensitive and dependable
• Have respect on policies and regulations.
3. Initiators
• Have clear decisive long-range policies and goals for their school.
• Hard Working.
• Have effective decision making.
• Have strong expectations from students, teachers, and even themselves.
• Well prepared.
- leading the organization
- Change of plans
• Good implementers.
- Central Directions
- Regional Directions
- Policies and Regulations