SCHOOL

HEADS
ACTIVITIES for PROFESSIONAL
ENHANCEMENT
DOMAIN 2:
INSTRUCTIONAL LEADERSHIP
INSTRUCTIONAL
INSTRUCTIONAL
LEADERSHIP
LEADERSHIP
 Pretest (15
minutes)

Instructions:
You will be given 10 minutes to
answer a 15-item pretest on
Instructional Leadership.
 Priming
today:
Activity
Let’s do this. Things I need to do

1 Flag raising ceremony at 7:30 a.m.

2 Inspect the school grounds

3 Prepare a memo for teachers

4 Observe Ms. Reyes, English, 9:00-10:00 a.m.

5 Meet with the PTA Officials to discuss the

construction of the school canteen

6 Check Mathematics lesson plan of Mr. Villas

 Introduc
tion
Education reforms have
created an urgent need for
strong emphasis on the
development of instructional
leadership skills among
school leaders.
 Domain 2 covers those actions
in instructional leadership (e.g.
assessment for learning,
development and implementation,
instructional supervision and
technical assistance) that school
heads take or delegate to others to
promote good teaching and high
level learning among pupils or
students.
 Objectives
:
At the end of the session, the
participants should be able to:
 Identify and understand the
competency strands under the
Instructional Leadership domain;
 Apply the major instructional
leadership concepts in making
instructional decisions; and
 Answer practice tests correctly.
 What is
Instructional
Leadership?
Let us watch this!
 Actions that a principal takes, or
delegates to others, to promote student
learning, and comprises the following
tasks: defining the tasks of schooling,
setting school-wide goals; providing the
resources needed for learning to occur;
supervising and evaluating teachers;
coordinating staff development programs;
and creating collegial relationships with
and among teachers.
Chell, J. , 1995
 The main responsibility of
a school head is to improve
teaching and learning. This
can be realized if you know
Text in here

the coverage of your job as

an instructional leader.
 Instructional
Leadership
has 4 strands
Strand 1 • Assessment for Learning

Strand 2
• Developing Programs and/or
Adapting Existing Programs

Strand 3
• Implementing Programs for
Instructional Improvement

Strand 4 • Instructional Supervision

Strand 1 • Assessment for Learning

Manages the processes and

procedures in monitoring student
achievement
Ensures utilization of a range of
assessment processes to assess
student performance
Strand 1 • Assessment for Learning
Continuation . . .

 Assesses the effectiveness of

curricular/co-curricular and/or
instructional strategies

Creates and manages a school

process to ensure student progress is
conveyed to students and
parents/guardians regularly
Strand 2
• Developing Programs and/or
Adapting Existing Programs

 Uses research, expertise and/or other

vehicles to assist in developing and
implementing a coherent and
responsive school-wide curriculum
AddressesTextdeficiencies
in here and sustains
successes of current programs in
collaboration with the teachers,
learners and stakeholders
Develops a culture of functional
literacy
 • Implementing Programs for
Strand 3
Instructional Improvement

 Manages the introduction of

curriculum initiatives in line with
DepEd policies (e.g. BEC, Madrasah)

 Works with teachers in curriculum

review

 Enriches curricular offerings based on

local needs
 • Implementing Programs for
Strand 3
Instructional Improvement

Continuation . . .

 Manages curriculum innovation and

enrichment with the use of technology

 Organizes teams to champion

instructional innovation programs
toward curricular responsiveness
Strand 4 • Instructional Supervision

 Prepares an instructional supervisory

plan
 Conducts Instructional Supervision using
appropriate strategy
 Evaluates lesson plans as well as
classroom and learning management
 Provides timely, accurate and specific
feedback in a collegial manner to teachers
regarding performance
Provides technical assistance/ expertise
and instructional support to teachers
Instructional Leadership
Behavior

 Resource Provider

 Instructional Resource

 Effective Communicator

 Visible Presence
 Characteristics of an
Effective Instructional
Leadership (Trespeces, 2003)
 The principal is seldom seen at the
office; he/she is walking about.
 An instructional program is being
implemented and monitored
periodically by the principal.
 Regular meetings with teachers
are held. These aim to address
problems encountered during
program implementation.
 Characteristics … ...
Continuation

 The school’s plan for supervision is

prepared cooperatively by the
teachers and school head.
 There is active documentation of
instructional practice and materials
that teachers consider worthy of
adoption.
 The vision and mission of the school
are clearly stated.
Characteristics … ...
Continuation

 The curriculum and plans are

aligned with school goals.
 A monitoring plan is established
and implemented.
 The monitoring plan meets needs.
 Teacher observation and feedback
are regularly conducted.
 Resources are accessible.
 Development needs of teachers are
addressed.
 Characteristics Continuation
… ...

 Data-based decisions are made.

 Strategies that recognize individual
differences are in place.
 Consultations regarding instruction are
held.
 Activities that result in student
achievement exist.
 School staff are able to practice effective
classroom management.
 A variety of supervisory models is
employed.
 Characteristics …. . .
Continuation

 Technology is effectively integrated in the

teaching–learning process to improve
student learning.
 Multiple opportunities to learn are given
to students.
 The school climate promotes learning.
 Multiple criteria and assessments are
used.
 Parents are viewed as partners.
 High expectations of teaching staff is the
norm.
Exercises
1
1. How would you help teachers feel
comfortable about being observed?
I. Always be visible in the school
II. Do pop-in visits often
III. Conduct planned/announced observation of
classes
IV. Interview students and parents

a. I only c. I, II and III

b. I and II d. I, II, III and IV
2
2. A group of teachers finds difficulty
using the Teacher’s Guide (TG) and
Learner’s Material (LM) in some
learning areas. They complain that the
references, activities and materials
suggested are not suitable to their
learners. As an instructional leader,
how could the school head provide
assistance to the teachers?
(RA10533)
2
a. Send the teachers toOptions ...
seminars/ workshops
conducted by the Division/Regional/Central
Office
b. Conduct Learning Action Cell (LAC)
sessions and capacitate teachers in
contextualizing the TG and LM.
c. Request assistance from the Master
Teachers in the district to sit together to
review the Teacher’s Guide and Learner’s
Materials.
d. Consult the Division personnel in - charge
of the Learning Resource Management and
Development System (LRMDS) for
assistance.
3
3. Which of the following is not reflective
of an instructional leadership
behavior?
a. My principal makes sure that we have
adequate supplies such as lesson
plans, chalk, books and other
resources needed in the school.
b. Mrs. Cruz is an effective principal
because she always visit our class and
checks teachers’ performance.
3 Continuation . . .

3. Which of the following is not reflective

of an instructional leadership
behavior?
c. Mr. Sanchez communicates to our
stakeholders regularly to refer facilities
needing repair.
d. At the start of classes, Mrs. Lopez
prepares her annual supervisory plan
and discuss it with the teachers.
4
4. One of your teachers introduced a new
strategy in teaching Science. He is always
insisting that the strategy is very effective
especially for the slow learners. What will you
do first to affirm the statement of the
teacher?
a. Observe the teacher’s classes in Science and
ask her to use the strategy.
b. Ask the teacher to conduct an experimental
research on the use of the new strategy.
4 Continuation . . .
4. One of your teachers introduced a new
strategy in teaching Science. He is
always insisting that the strategy is very
effective especially for the slow learners.
What will you do first to affirm the
statement of the teacher?
c. Give series of tests to the Science
classes of the teacher and record the
results.
d. Ask other teachers to use the new
strategy in teaching Science lessons.
5
5. Which of the following should a School
Head consider first when sending
teachers to professional development
activities?
a. Request of teachers to attend trainings/
seminars
b. Newly appointed teachers should be the
priority
c. Teachers’ performance evaluation
d. Recommendation from higher authorities
6
6. One of the functions of a School Head is to
manage curriculum innovation and
enrichment with the use of technology. To do
this effectively, what action should he/she
first do?
a. Provide technology equipment for instruction
b. Help teachers integrate technology in the
teaching-learning process by giving technical
assistance.
c. Learn how to plan, promote and manage the use
of technology in the school.
d. Conduct a computer literacy training
7
7. Which of the following areas of
concern should NOT be included if
the agreed focus of class observation
is on classroom management?
a. Classroom Routine
b. Teaching Strategies
c. Transitions Between Activities
d. Physical Environment
8
8. Instructional leadership facilitates
direction and support for a school’s
instructional program. Which of the
following is true about instructional
leadership?
I. Instructional leadership is practiced by a
school head who makes sure that common
goals are understood.
II. Through the exercise of instructional
leadership by the school head, everyone in
the school feels accountable for one’s own
performance.
8 principal
Continuation . . .
III. A school becomes effective when its
practices instructional
supervision.
IV. An instructional leader use multiple
sources of data as diagnostic tools to
assess, identify and apply instructional
improvement
a. I and II
b. II and III
c. I, II and III
d. I, II, III and IV
9
9. Work immersion is one of the
requirements in Senior High School.
As the School Head of Senior High
School, which of the following are the
instructional leadership functions of
Mr. Sales?
I. Sign the Memorandum of Agreement
with partner institutions on behalf of
the school.
II. Assign the number of teaching loads of
the SHS teachers in relation to work
immersion
9 Continuation . . .
III. Submit to the Division Office the
report on work immersion activities
IV. Facilitate the conduct of pre and
post immersion activities

a. I and II
b. I, II and III
c. I, II and IV
d. I, II, III and IV
10
10. According to McEwan (2003), one of
the barriers to becoming an effective
instructional leader is the lack of skills
and training of school heads. If you
belong to this one, what actions will
you do?
I. Seek out training and development
opportunities.
II. Go and network with colleagues
10 Continuation . . .
III. Join professional organizations
IV. Undertake personal effectiveness
plan

a. I and II
b. II and III
c. I, II and III
d. I, II, III and IV
 Concluding Statement
Republic Act 9155 defines the role of a
school head as an Instructional Leader.
It is important that school heads know and
understand the component of their job as
leaders in charge of improving instruction and
developing proficient learners. They should
possess the instructional leadership
competence required of them by the
Department of Education. So, they should not
stop learning and mastering their instructional
tasks.
 Post Test (15 minutes)

Instructions:
This time, you will again be
given 15 minutes to answer the
post test on Instructional
Leadership.
Plenary (20 minutes)
 THE
MIMAROP
A SHAPE
TEAM