What Every Principal Should Know about Instructional Leadership

1. Auflage 2005
ISBN: 978-1-4129-1586-1
Verlag: Corwin

Buch, Englisch, 144 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 220 g

Inspire schoolwide instructional excellence!

Among the numerous factors that influence student learning, quality instruction is at the heart. However, in the face of administrative duties, logistical tasks, and disciplinary responsibilities, many principals struggle with how to efficiently and effectively fulfill their critical role as the school's primary instructional leader.

This concise yet comprehensive guide outlines an easy-to-implement blueprint for spearheading instructional excellence to bolster student and teacher performance. It offers a proactive approach for setting and attaining high academic goals and boils down the best practices for enhancing teaching, curriculum, supervision, assessment, and professional development.

From the latest research to real-life scenarios, this first volume in a seven-part series shares tangible strategies for mentoring and meaningfully engaging teachers to maximize instructional prowess and student achievement. Highlights include:

- "Before We Get Started" questionnaire and response analysis

-  Case study and accompanying reflective questions

- "What You Should Know About" section framing each chapter

-  Self-assessment resource for determining effectiveness of instructional leaders

-  26 best practice behaviors for principal leadership

Autoren/Hrsg.

Glanz, Jeffrey G

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Dedication
Acknowledgments
About the Author
Questionnaire: Before We Get Started.
1. Introduction
Case Study and Reflective Questions
2. Best Practices in Teaching

Reflective Practice
Pre-Planning
Incorporating Academic Allocated, Instructional, Engaged, Success Time
Using Wait Time
Using Direct Instruction
Incorporating Literacy Strategies
Differentiating Instruction
Using Divergent Questioning Techniques
Seeing Teaching in Action
Learning by Doing
Conclusion
3. Best Practices in Curriculum
Understand the Importance of Curriculum, and Assess Your Knowledge of Curriculum
Understand the Three Types of Curriculum
Understand the Three Approaches to Curriculum
Understand and Use the Tyler Model to Develop Curriculum
Understand the Curriculum Development Process
Understand How to Develop Quality Curriculum
Understand and Use Curriculum Standards
Conclusion
4. Best Practices in Supervision and Professional Development
Implement Clinical Supervision
Encourage Action Research
Collaboratively Plan and Implement Professional Development
Promote Instruction through PCOWBIRDS
Conclusion
5. Promoting Student Achievement for All
26 Best Practice Leadership Principal Behaviors

Conclusion: Making the Time for Instructional Leadership
Resource A. Realities of Instructional Leadership: In-Basket Simulations
Resource B. Assessing Your Role as Instructional Leader
Resource C. An Annotated Bibliography of Best Resources
References
Index

Über Autor(innen)

Glanz, Jeffrey G
Jeffrey Glanz currently serves as a Senior Fellow at the Institute for University-School Partnership, Director of the Masters Program and the Raine and Stanley Silverstein Chair in Professional Ethics and Values at the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University. Prior to coming to YU, Dr. Glanz served as Dean of Graduate Programs and Chair of the Department of Education at Wagner College in Staten Island, New York. He also coordinated the educational leadership program that led to New York State certification as a principal and assistant principal. Prior to arriving at Wagner, he served as executive assistant to the president of Kean University in Union, New Jersey. Dr. Glanz held faculty status as a tenured professor in the Department of Instruction and Educational Leadership at Kean University’s College of Education. He was named Graduate Teacher of the Year in 1999 by the Student Graduate Association and was also that year’s recipient of the Presidential Award for Outstanding Scholarship. He served as a teacher and assistant principal in the New York City public schools. He has conducted numerous workshops and seminars internationally. Dr. Glanz has authored, coauthored, and co-edited 20 books and has many peer-reviewed article publications.