Bridging Instructional Leadership PDF

# Bridging Instructional Leadership of School Heads and Classroom Teachers ## 1. Instructional Leader - As an instructional specialist, teacher and master teachers help colleagues use effective teaching strategies - They assist their peers in various aspects of teaching, such as: - Assessment...

# Bridging Instructional Leadership of School Heads and Classroom Teachers ## 1. Instructional Leader - As an instructional specialist, teacher and master teachers help colleagues use effective teaching strategies - They assist their peers in various aspects of teaching, such as: - Assessment in learning - Construction of instructional materials - Doing action research. - They also become mentors to novice teachers. ## 2. Curriculum Leader - As a curriculum specialist, teachers leaders understand content standards and how the various components of the new curriculum are linked together. - They lead teachers to understand and unravel the content standards, follow the written curriculum and implement lessons as planned. ## 3. Classroom Leader - In the school setting, a classroom leader volunteers to help other teachers implement new ideas and curriculum. - This is done by: - Demonstrating a lesson - Coteaching - Observing and giving constructive feedback. - Supporting other teachers in problem-solving will enhance self-efficacy (teacher's belief in their own abilities and capacity to succeed) as they reflect and grow together professionally everyday through collaboration (Blase and Blase 2006). ## 4. Learning Leader - As a learning facilitator, it is the role of a learning leader to make possible various opportunities for other teachers for professional development. - Enhancing the development of communities of learners through activities such as: - Learning Action Cell (LAC) to discuss similar learners' needs - Teachers’ level of knowledge and understanding of the current curriculum. - Doing collaborative action research - Planning for a yearly professional development plan based on groups needs are found to be effective. - Learning communication breaks isolation of some teachers in the school. ## 5. Peer Leader - To be a mentor for novice and developing teachers is a common role of teacher leaders. - As role models, new teachers will hasten the adjustments of novice teachers to the school environment and school culture. - They can give advice about: - Teaching strategies - Curriculum - Procedures and school policies. - Mentoring is a long process that requires patience on the part of the mentor. ## 6. School Leader - A teacher becoming a school leader does not take away the instructional leadership of the school head. - A teacher school leader becomes the chair or a member of a committee or a team such as: - School Beautification Committee - Sports and Culture Committee - Community Linkage Committee, among others. - A school leader embraces the vision and mission of the school and shares the success of the whole school. ## Intersection of the Instructional Leadership Functions of the School Heads and Classroom Teachers/ Master Teachers <br> - The image shows two overlapping circles. - **The left circle is labelled "School Heads"** and shows that its **Instructional Leadership** is based on **NCBS-HS**. - **The right circle is labelled "Classroom Teacher"** and shows that its **Instructional Leadership** is based on **NCBTS**. - The overlapping section is labelled **"Quality Education"**. **This diagram indicates that the School Heads and Classroom Teachers share quality education as a common instructional leadership goal.** ## School Head Characteristics: - School heads make the office space as a hub for teachers and other stakeholders to plan, review, assess and share successes and failures in the school's programs and projects. - School heads should be seen routinely going around the whole campus to make his walkthrough, informal observation and the like as part of the school community. - A day schedule clearly reflects the daily activities of the school leader. - Together with the teachers and the committee, school heads as chairs prepare the annual school improvement plan (SIP) that includes the instructional program. - Data for the SIP shall be generated from the individual teacher's professional development plans. - Regular meetings of academic staff are held for problems encountered and for celebrating small success. - School heads initiate and implement documentations of instructional practices that exemplify excellence and effectiveness and which are worthy of adoption. - This documentation should be shared with the whole learning community. - Act as a servant leader. - Sees to it that instructional leadership will result to better learning outcomes and enhanced school performance. ## Teachers/ Master Teachers Characteristics: - Manifest the qualities of a leader in the following: - Instruction - Curriculum - Learning, among peers, and in the whole school professional learning community. - Act as role models to all learners, school heads, parents and other stakeholders. - Act as resource providers for colleagues by sharing instructional resources such as books, websites, instructional materials, readings and other resources. - Assure that the instructional leadership role will contribute to quality education as shown in the learning outcomes and teacher performance outcomes. - Catalysts of change, not content of the status quo but always looking for better ways and continued improvement. Encourage, motivate and inspire peers who resist change.