What is

Instructional
Leadership?
Instructional Leadership is defined as
the management of curriculum and instruction
by a school principal/dean and ensures that all
students have on going access to high quality
teaching and learning to achieve curriculum
outcomes.
Instructional Leadership also involves
setting clear goals, managing curriculum,
monitoring lesson plans, assigning resources
& evaluating teachers regularly to promote
student learning and growth.

Quality of instruction is the top priority for the

instructional leadership
 Roles of Instructional Leadership:

1. Share a common vision & goals to bring

about change.
2. Have a key role to play in increasing the
performance of pedagogical leadership practice
in their school.
3. Focus on activities maximising learning
outcomes and learner performance.
4. Leadership engage the whole school in
conversations concerning meaningful use of
assessment data use of data for inquiry and
decision making.
5. To create professional learning communities
and encourage participation and leadership.
The concepts of the framework are based on
five core beliefs.
- Instructional Leadership is learning-focused,
learning for both students and adults, and
learning which is measured by improvement
in instruction and in the quality of student
learning.
- Instructional leadership must reside with a
team of leaders of which the principal serves
as the “leader of leaders”
- A culture of public practice and reflective
practice is essential for effective instructional
leadership and the improvement of instructional
practice.
- Instructional leadership addresses the cultural,
linguistic, socioeconomic and learning diversity
in the school community.
- Instructional leadership focuses upon the
effective management of resources and of people
– recruiting, hiring, developing, evaluating –
particularly in changing environments.
 Important Concepts of
Instructional Leadership
- The principal’s role is deeply involved with
setting the school direction.
- The “mission” dimension focuses on the
principal’s role in cooperating with staff ensuring
the school continuously runs on clear, measurable,
and time-based goals that result is the academic
progress of students.
- Principals are responsible for communicating
goals, which should be widely known and
supported throughout the school.
- The process of goal development is not
considered; its importance is less critical than
meeting performance outcomes. The research
simply accepts that goals should be set by the
principal, in collaboration with staff, to achieve
effectiveness.
- Ensuring that the staff incorporates performance
goals into their daily routines is crucial in
instructional leadership. Vague, ill-defined goals
must be put aside, in favor of a clear dividing line
between academically focused efforts and
“teaching to the test”.