On Becoming and Exemplary Instructional Leader

The Instructional Leader: Traits and Behavior

Instructional
Leader
Chief Learning Super-
Officer visionary

Direction Culture
Setter Builder

Facilitative
Values -led
Leader

Practicing Heroic
Leader Teacher
 Traits Behavior
•Super-visionary • can integrate a synergy of effects that enable people, process and
technology link together that a school can achieve its vision.(Sergiovanni
& Starrat, 1988)
•Culture Builder • dedicated to building teacher leadership
• Capable of constructing a shared vision
• Bears ultimately the responsibility for success or failure of the school.
•Chief Learning • Models learning
Officer • Open to views ideas
(Bottoms and O’Neill, 2001)
•Heroic Leader • Focus on curriculum, instructions and students mastery of learning
objectives
• Insistent upon improving student learning
•Facilitative • Gears on the discussion of school-based management
Leader • Well-focused on school improvement
(Bottoms and O’Neill, 2001) • Offers teacher the support and encouragement
 Traits Behavior
•Direction Setter • sets the direction and influence the members of the organization to link
together toward meeting the organizational goals.
•Values-led • Willing to be driven by results
(Day, 2000)
•Practicing Leader • Promotes the values of care and equity
(Wending, 1990) • Both people-centered and achievement-oriented
• Challenge teachers to think more critically
• Continues to teach for at least 20% of the week
• Develop teaching techniques and methods
• Establish a base
• Strengthens the beliefs
Instructional Leaders: Their Roles and Functions
Making students and adult learning priority
Setting high expectation for performance
Gearing -content and instruction to standards
Creating a culture of continuous learning
Using multiple source of data to assess learning
Activating the communities support for school success
Leading teachers to produce tangible results
Making suggestions, giving feedbacks and modeling
effective instruction
Soliciting opinion and supporting collaboration
Providing professional development opportunities and
giving praise for effective teaching
The Effective Instructional Leaders:
Becoming One

Glickman (1990) has much to say about how to become an

effective instructional leader. Using his works as the base,
and including the research findings of others, effective
instructional leadership is comprised of the following three
major categories and subcategories.
 Effective Instructional Leader

Knowledge
Skills
Base
Tasks

Effective school literature Supervision/evaluation of Interpersonal communication

research on effective speaking instruction People
Staff development
Awareness of your own Curriculum development Decision-making
educational philosophy and beliefs
Group development Application
Administrative development
Change theory Action research Problem solving/conflict
management
 Because the principal is able
to “talk the talk”, the teacher
has seen the principal “walk
the talk” and is the “caddy” to
them, then they call all work
together to solve the problem.
“What we
have learn
to do, we
learn by
doing”
-Aristotle
Thank you for
listening