Midterm Instructional Leadership
Name: Alaa najjar
1. Identify elements of purposeful teacher planning. Why are they important for an educational leader to understand when assessing week/daily lesson plan?
The core elements of the purposeful teacher planning encompass the assessments, motivation, techniques and Sequencing, along with application, evaluation that is supported by follow-up. The illustration of these components revolves around the assertion that all lessons must exhibit an aim, purpose as well as an objective. The pre-assessment component, on the other hand, serves to determine the suitability of a particular primary objective (Reece & Walker, 2016). It encompasses an evaluation of the level of skill Furthermore knowledge that has been called for along with the determination of the complexity of the lesson. The classification of the nature of the lesson can be said to be too easy, too hard, or in other cases just right. It is thus imperative that the instructor can move on quickly and in greater depth on those occasions that the lesson is too easy. It is additionally imperative that the instructors develop a reliable means of assessing where each of their students is in each curricular area, and how they are going to design the small learning groups. As an addition to the motivation, which refers to the psychological situation within each student’s desire to learn what the instructor wants is teaching. It is necessary that this attitude is sustained throughout the lesson.
Additionally, the Techniques, as well as Sequencing of specific planning, is necessary to determine the teaching techniques that the instructor is going to adopt for a specific. The sequencing of lecture along with activities is an additionally vital important consideration that has to be reached before instruction starts the lesson (Burke &Krey, 2005). One of the requirements, in this case, is that the instructor ought to think about whether to use for whole group or small group configurations as well as on how they are going to move the class in and out of these attributes.
The additional component of the lesson planning involves the collection of materials for instructional use, before the lesson the instructor is going to teach. It is vital that the instructor thinks of how much time each aspect of the lesson is going take with the objective of furnishing the lesson intentions within the allotted time. A good plethora of time and thought goes into preparing smooth learning experiences (Education commission of the states, 2006). The application, evaluation, and the Follow-up refer to the issues of utility, effectiveness, as well as the place of the lesson in the learning series. One of the assertions by Aristotle relates to the emphasis on utility in his thinking on education, saying that the educators who ignore utility risk irrelevance to good communication.
It follows that the majority of the administrators receive oral, which implies that, accurate listening is essential for a legitimate comprehension of what is being communicated (Snowden & Gorton, 1998, p. 39). In that case, like the monitor, it is the duty of the principal to do more than just remain open to what others say and listen empathically. The assessment of the quality of communication in the school is occasionally a skill known as with-it-ness implying that it is necessary to be open as well as receptive to what is being said along with the messages sent by the peoples’ behaviors of. In addition to the openness, with-it-ness calls for the taking of deliberate actions that are meant to stay informed about what is being communicated to whom, by whom, where, when, as well as in what manner. Effective principals are for all time attentive along with reaching out for the information in their efforts to understand (Gupton, 2010). Principal acting as seekers of information entails more aggressive actions than the monitoring along with with-it-ness require. As an addition to the information, the principal can gather via being cautious as well as a good listener; it is imperative that he or she strategically sets in motion mechanisms that are targeted at gathering information that others would consider as being elusive (p.59- 61). It is imperative that the assessment is discussed moreover scheduled to guarantee an absolute expectancy of the time of application, the method of application, as well as the disposition of the assessment data. The implication of this attribute is that it makes it possible for openness to be the best of the mode of holding suspicion at least level as well as for reducing conflict that can from the evaluative process.
2- As a school leader, one of the first action steps that must be taken is to cultivate a positive learning culture. What are some elements might be considered by the school leader when establishing such a learning environment.
For the teacher to be in a capacity that promotes the cultivation of a positive learning culture, it is necessary that the following five chief conditions are considered. The first and most significant condition relates to the provision of a welcoming environment. In this case, it is necessary that evaluate their behavior since their actions have a major impact on the other stakeholders. Additionally, it is essential that the school pays attention to the physical environment, positive regards, along with community building. Teachers should not encourage risk taking as well as a potential failure but should instead value the comfort of their students along with satisfaction over challenge. The teachers have to value accuracy over probable growth moreover only occasionally challenge their students to broaden their thinking even if it implies preliminary failure.
The creation of a positive learning environment necessitates planning along with work by instructors. There exist certain qualities that make it possible to cultivate positive learning environment. It is additionally evident that there are various attributes that influence behaviors of the student, positive regards, physical environment, in addition to community building. Additionally, school leaders have to ensure that they encourage academic risks along with the assertion that the school leader has to possess the knowledge, skills, and character to lead.
3- As principal, discuss how would you demonstrate the essential components of the gradual release of responsibility model to teachers as the effective teaching tool?
It follows that the steady release of responsibility require that the teachers move from assuming all the responsibility for performing a task to a situation whereby students are assuming all of the responsibility. This attribute encompasses four chief components that include the focus, guidance, collaboration as well as independence. In that case, before the students can be expected to produce independently, it is necessary to ensure that they understand the rationale as well as experience and example (Fisher & Frey, 2008). The role of the teacher is in the establishment of the learning intention in addition to uses the modeling and demonstrating to show the manner in which to use the skills along with the concepts.
In the segment of guided instruction, it is necessary for the teachers to strategically employ prompt cues in addition to questions to get the students to do supplementary of work. The realization of this attribute requires careful investigation of the student needs as well as monitoring when they are incorporating new knowledge, against when they call for more overt support. Whereas the teacher meets with the student's group to offer guided instruction, it is necessary that other groups work collaboratively. It is during this time that the students will be working with peers to take adequately complex tasks to strengthen their comprehension of issues (Fisher & Frey, 2008). The last phase offers the students with an opportunity to that which they have learned to a novel situation and experience. In that case, it is necessary to ensure that the independent task aligns with other stages of instruction. It is imperative that they practice as well as apply what they have learned, now that they are equipped with cognitive assets they require to employ in self-directed tasks.
4- Building a culture of learning is a staff development concept. Apply meaning to this phrase as related to teacher learning.
For there to be the success in the building a culture of learning as a staff development concept, it is imperative that the leader must engage the whole community in structured as a means of identifying their needs as well as goals. The entire system has to be redesigned to realize those results. The underlying assertion is that the learning in practice does not take place on its own. Although a lot of research has supported the significance of teaching experience, it is essential to acknowledge that practice alone cannot produce perfect performance (Education Commission of the state, 2006). In that case, opportunities to link practice and expert knowledge have to be built into learning experiences for teachers. Additionally, learning about teaching develops through participation in a community of learners whereby content is addressed in contexts that they can be applied.
It is evident that teachers benefit from their participation the culture of teaching through working with the materials as well as tools for teaching practice. It facilitates the examination of the teaching plan along with the student learning while immersed in theory about learning, development and subject matter (NAOE, 2005, P.405). Therefore, it is imperative that school leaders adopt the quality of human potential and guarantee that they always keep the interest of all teachers at the heart of every discussion and decision (Sykes,). This attribute can be realized via the development of a culture of collaboration and learning. Teachers play the role of learners who collaborate with one another to study teaching along with its impact rather than isolation. It is additionally leaders must acknowledge that school is a community of learners consists of students, teacher’s parents, faculty, and administrators and they are lifelong learners. To realize the pre-assumed success, leaders must exhibit courage and openly discuss with the all community and work toward consensus. The school leaders can follow these strategies to reach the collaboration.
The first consideration is the assertion that the leader has to model this philosophy consistently and supports the development of formal collaborative structures through the departmental and grade level meetings. On the other hand, the principal needs to use structural planning time that manages school activity as a tool to encourage collaboration among teachers. One of the most effective collaborative strategies is through sharing ideas, cooperative teaching, informal rethinking, and motoring. Also, the school must promote the innovative methods of learning (Darling-Hammond,linda, &Bransford, 2005). Furthermore, the school leader could create the critical training program and value it by making optional attendance policies. These programs have to be created depending on the individual needs it is additionally imperative that teachers must see school principal attend like this programs and participate in becoming the partnership in training.
Burke, P. J., &Krey, R. D. (2005). Supervision : A Guide to Instructional Leadership. Springfield: Charles C Thomas.
Darling-Hammond,linda, &Bransford, john,2005, preparing teachers for a changing world, what teachers should learn and be able to do. Retrieved from: http://news.cehd.umn.edu/wp content/uploads/2009/06/PreparingTeachersforaChangingWorldChpt11.pdf
Education commission of the states, 2006, creating a school community Culture of Learning:Exemplary Leadership Practices in Four School Districts. Retrived from: http://www.ecs.org/clearinghouse/69/41/6941.pdf
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making "responsibility" possible. English Journal, 98(2), 40-45. Retrieved from https://login.ezproxy.auctr.edu:2050/login?url=http://search.proquest.com/docview/2 7318345?accountid=8422
Gupton, S. L. (2010).The Instructional Leadership Toolbox : A Handbook for Improving Practice. Thousand Oaks, Calif: Corwin.
Reece, I., & Walker, S. (2016). Teaching, training and learning: A practical guide. Business Education Publishers Ltd.