Instructional Leadership 5/25/12

1. INSTRUCTIONAL LEADERSHIP:
AN EMERGING STRATEGIC
AGENDA FOR IMPROVED
LEARNER ACHIEVEMENT
Fe A. Hidalgo, Ph.D

2. What is Instructional Leadership?

3. Instructional Leadership
“Instructional Leadership encompasses---”
Those actions that a principal takes or
delegates to others, to promote growth in
student learning (Debevoise; 1984). It
comprises the following tasks:
 defining the purpose of schooling
 setting school-wide goals
 providing resources needed for learning
to occur

4.  supervising and evaluating teachers
 coordinating staff development
programs
 creating collegial relationships with
and among teachers

5. Marsh 1992 defines Instructional
Leadership “is something specific to a
principal. It refers to anything that
school leaders do to improve teaching
and learning in the school. It focuses
on learning and its promotion. This is
the reason why instructional leaders
are also called learning leaders”.

6. What is the difference between
leadership and management?

7. Leadership Management
• Are their own • Are good soldiers
persons
• Think radically • Think incrementally
• Ask what and why • Ask how and when
• Innovate • Administer
• Inspire trust • Ensure efficiency/
control
• Have a long range • Have pragmatic/
perspective operational views
• Eye the horizon • Eye the bottom line

8. Leadership Management
• Challenge the status • Sustain the status
quo quo
• Focus on people and • Focus on structures/
relationship systems and tasks/
deliverables
• Communicate • Command
• Originate • Imitate
• Do the right things • Do things right
Source: Dean Tony La Viňa, Ateneo School of Government

9. Who play the role of instructional
leadership?

10. Provision in RA 9155 (Governance of
Basic Education Act 2001) states (The
Shift in Locus and Focus of the
Leadership Roles of Principal in School
Improvement)
“There shall be a school head for all
public elementary schools or a cluster
thereof. The establishment of integrated
schools from existing public elementary
and public high schools shall be
encouraged.”

11. The school head, who may be assisted by
an assistant school head, shall be both
an instructional leader and administrative
manager. The school head shall form a
team with the school teachers/learning
facilitators for delivery of quality
educational programs, projects and
services. A core of non-teaching staff
shall handle the school’s administrative,
fiscal and auxiliary services,

12. 1. Setting the mission, vision, goals and
objectives of the school;
2. Creating an environment within the
school that is conducive to teaching and
learning;
3. Implementing the school curriculum and
being accountable for higher learning
outcomes;
4. Developing the school education program
and school improvement plan;
5. Offering educational programs, projects
and services which provide equitable
opportunity for all learners in the
community;

13. 6. Introducing new innovative methods of
instruction to achieve higher learning
outcomes;
7. Administering and managing all personnel,
physical and fiscal resources of the school;
8. Recommending the staffing complement of
the school based on its needs;
9. Encouraging staff development; and
10.Establishing school and community
network and encouraging the active
participation of teachers organizations,
non-academic personnel of public schools,
and parents-teachers-community
associations.

14. What are the Roles of Instructional
Leaders?

15. Roles of Instructional Leaders
 In general, they improve teaching and
learning in the school.
 They lead in setting the school vision
and formulating strategies.
 They are resource provider.
 They are instructional resource.
 They provide a visible presence in the
school.

16. Roles of Instructional Leaders
 They understand effective practices in
school.
 They define the school mission.
 They understand effective practices in
curriculum, instruction and
assessment.
 They promote and participate in
teacher learning and development.

17. Roles of Instructional Leaders
 They ensure supportive and orderly
environment.
 They understand effective pedagogy.

18. What does research tell us about
Instructional Leadership?

19. The Victorian Educational Leadership
consortium states their research-based
conclusions related to school leadership
1. Leadership has significant effects on
student learning, second only to the
effects of the quality of curriculum and
teachers’ instruction.
2. Currently, administrators and teacher
leaders provide most of the leadership in
schools, but other potential sources of
leadership exist.

20. 3. A core set of leadership practices from
the “Basics” of successful leadership
and are valuable in almost all
educational contexts.
4. Successful school leaders respond
productively to challenges and
opportunities created by the
accountability-oriented policy context
in which they work.

21. 5. Successful school leaders respond
productively to the opportunities and
challenges of educating diverse groups
of students.