Role Of Instructional Leader Essay

1325 words - 5 pages

It has been debated for years what the role of a school administrator should look like and how much time they should spend on curriculum verses time in an office away from the daily routine of a classroom. In my case study school the administrator I interviewed believes his role it to first and fore most be a facilitator to his stakeholders. He describes himself as a leader who needs to support his stakeholders by empowering them to be good at what they do. He believes he has to have a vision of where we need to go; however, he feels his job is to share that vision with others and help them make that vision come to life. He believes that leadership requires a synergistic approach, support those who need support, redirect those who are being negative, and slow down those who are moving too fast. He referred to himself as a leader of a rescue line needing to make sure everyone was working together for the greater good as team players. He believes that in order to act as an instructional leader he needs to draw from experiences he has had in order to promote student and stakeholder success. He needs to have his stakeholders involved in the process of creating the vision, developing and choosing curriculum; therefore they will buy into it and teach and adapt it to their specific style and classroom situation.

Instructional Leadership Actions and Outcomes
My case study administrator has taken several actions to create gains in student achievement. He has created committees to analyze data, committees to review and choose curriculum, supported curriculum alignment from kindergarten through grade twelve, shared state mandates for curriculum, as well as offer professional development to improve our skills. For the purpose of this paper I will focus on two actions he has done to improve student performance. The first is the selection of a new reading curriculum. He began by carefully selecting and allowing volunteers to serve on a reading committee with representation from all grade levels, including support staff and special education. He attended every meeting, acted as a sounding board for ideas, and gave suggestions on how to proceed with such this difficult process. He guided the committee by posing questions about the curriculum and state standards while keeping the committee focused to the task at hand. The outcome of this committee and his approach was successful. As a committee several programs were chosen and then piloted by specific grade levels and meetings were conducted for the entire year, comparisons were made and shared with the faculty. The programs were then narrowed down until one was finally chosen to be the program of choice; however, we still met the following year and added other lessons, goals, and ideas to the text that each teacher chose to incorporate within their classroom to crate an ownership of the program, this was collected so that any new teacher coming in to the district would have a list of...

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