Mem 602

Effective Instructional Leadership
Keys to Successful 21st Century Educational
Leadership
DAVID R. PEREZ
Associate Professor

Introduction
 This course is designed to be the first course taken in
the educational leadership program leading to
certification as a principal, special education director,
and curriculum coordinator.
 The course has two major foci: the characteristics of
good leadership and the skills of effective educational
leadership. Since many students who enroll in this
course are exploring a career transition into
administration, a goal of the course is to give participants
a clear understanding of the decisions faced by
educational leaders, the skills and knowledge necessary
to perform effectively, and to give participants an
opportunity to explore strategies for balancing the
demands of the job, personal commitments, and
responsibilities.

 Educational leadership involves working
with and guiding teachers toward
improving educational processes in
elementary, secondary and postsecondary
institutions. ... Educational leaders
usually are employed as school principals
or administrators but

Function of Educational Leadership
 Creating a vision.
 Facilitating a hospitable educational
climate.
 Encouraging others in leadership.
 Improving instructional quality.
 Managing human and other resources and
processes to bring about needed
improvements within the school.

There are four major styles of leadership
which apply well in the educational setting
 Servant Leadership. ...
 Transactional Leadership. ...
 Emotional Leadership. ...
 Transformational Leadership.

 What is Instructional Leadership and why
is it important?
 Instructional leadership involves setting
clear goals, managing curriculum,
monitoring lesson plans, allocating
resources and evaluating teachers
regularly to promote student learning and
growth. Quality of instruction is the top
priority for the instructional principal.
Copyright @ Allyn & Bacon 2007

Four skills have been identified as essential
for effective instructional leadership in
principals.

 1. Effective use of resources
 It isn’t sufficient for principals to just know their faculty’s
strengths and weaknesses. If specific resources can
benefit the staff, the principal should be ready and
prepared to provide them. They should also clearly
recognize that teachers thrive on being appreciated and
acknowledged for good performance.
 2. Communication skills
 Of course, instructional principals should be excellent
communicators. Interpersonal or people skills are crucial
to the success of a principal. They must be able to
communicate their beliefs pertaining to education,
including the conviction that every student is capable of
learning. These skills inspire trust, spark motivation and
empower teachers and students.

 3. Serving as an instructional resource
Teachers rely on principals and other administration
officials to be sources of information related to effective
instructional practices and current trends in education.
Instructional leaders should be tuned in to all of the
pertinent issues and current events related to curriculum,
effective assessment, and pedagogical strategies.
 4. Being visible and accessible
Lastly, good principals should be a positive, vibrant and
visible presence in the school. Modeling behaviors of
learning, focusing on learning objectives, and leading by
example are crucial to the success of an instructional
principal.

 In addition to these four qualities, a
successful instructional principal should
also have excellent planning and
observation skills as well as proficiency in
research and evaluation of both staff and
student performance.

Instructional leadership roles: always evolving
 The role of the instructional leader should also
be expanded to incorporate a shift away from
just “management,” or working in terms of
administrative tasks, and move toward an
emphasis on leadership. In order to achieve this
objective, a strong principal with solid ideas is
not enough; success will require a redefinition of
the role of the principal. Barriers to leadership
must be removed by reducing emphasis on
bureaucratic structures and procedures.
Relationships must be reinvented.

 The dramatically different role of the
school principal as instructional leader has
been described as one that must focus on
building a vital community of learners. It
also requires shared decision-making and,
in a sense, getting back to basics. It will
require the leveraging of time, the support
of ongoing professional development for
staff members, creating a climate of
integrity, using resources to support a
diverse educational game plan and, lastly,
plenty of room for inquiry and
improvement.

 For principals to truly thrive in the role of
instructional leader, they will have to work to
liberate themselves from being mired in the
bureaucratic aspects of teaching. They’ll have to
redouble their efforts in improving learning and
teaching methods. Needless to say,
improvement in instructional methods is a goal
worth seeking. When successfully implemented,
instructional teaching and learning
allow students as well as teachers to create a
more meaningful learning environment.
Ultimately, it enables them to better control
their destiny.

Principals five key functions to facilitate reforms and
improvements in schools. These include:
 Vision – Leaders must articulate a strong and positive
vision of how they want to improve the school, along with
showcasing adeptness at identifying problems and
creating solutions.
 Planning and goal-setting – Leaders need to identify
clear and achievable goals, and then communicate them
to other stakeholders.
 Sharing the decision-making process – Leaders
cooperate and work with faculty, staff, students, parents,
and others. They also have enough flexibility to allow
plans to evolve as necessary.

 Empowering and taking initiative – An effective school
leader keeps the restructuring process churning and
then allows faculty and staff to bring their own visions
and initiatives to the planning table. This allows them to
“own” the sharing of ideas and perspectives of programs
under consideration.
 Development of faculty and staff – Proper leadership
includes providing support and opportunities for
mentorship and professional development, especially for
new teachers. The first three years are critical to the
development of their skills. Principals can visit and
observe classrooms on a regular basis, offering to
evaluate the strengths and weaknesses of educators
and support staff plus provide other constructive
feedback.

 Four skills have been identified as essential for effective
instructional leadership in principals.
 1. Effective use of resources
 It isn’t sufficient for principals to just know their faculty’s
strengths and weaknesses. If specific resources can benefit
the staff, the principal should be ready and prepared to provide
them. They should also clearly recognize that teachers thrive
on being appreciated and acknowledged for good
performance.
 2. Communication skills
 Of course, instructional principals should be excellent
communicators. Interpersonal or people skills are crucial to the
success of a principal. They must be able to communicate their
beliefs pertaining to education, including the conviction that
every student is capable of learning. These skills inspire trust,
spark motivation and empower teachers and students.

 3. Serving as an instructional resource
Teachers rely on principals and other administration officials to be
sources of information related to effective instructional practices
and current trends in education. Instructional leaders should be
tuned in to all of the pertinent issues and current events related to
curriculum, effective assessment, and pedagogical strategies.
 4. Being visible and accessible
good principals should be a positive, vibrant and visible
presence in the school. Modeling behaviors of learning, focusing
on learning objectives, and leading by example are crucial to the
success of an instructional principal.
a successful instructional principal should also have
excellent planning and observation skills as well as proficiency in
research and evaluation of both staff and student performance.

Principals must cultivate teacher leaders to improve
instruction
 Of equal importance is a principal’s commitment to
cultivating teacher leaders who guide their colleagues on
a continuous journey to implement instructional
strategies, mentor new teachers, and oversee other
tasks that support student success.
 However, assigning teachers to grade level or course-
alike teams and then assuming that they — many of
whom may have worked for decades in a highly isolated
environment behind the closed doors of their classrooms
— will be effective collaborators right away is a mistaken
assumption; so is assuming that grade-level chairs or
team leaders will be able to lead these teams of peers
without guidance.

 Principals must cultivate teacher leaders to improve
instruction
Of equal importance is a principal’s commitment to
cultivating teacher leaders who guide their colleagues on a
continuous journey to implement instructional strategies,
mentor new teachers, and oversee other tasks that support
student success.
However, assigning teachers to grade level or course-alike
teams and then assuming that they — many of whom may
have worked for decades in a highly isolated environment
behind the closed doors of their classrooms — will be
effective collaborators right away is a mistaken assumption;
so is assuming that grade-level chairs or team leaders will
be able to lead these teams of peers without guidance.

 21ST CENTURY LEARNERS ARE A NEW BREED
Strategic school building leadership is important because
education in the 21st century is a new frontier, and 21st
century learners are a new breed. Many of the students
going through schools since 2015 are from a whole new
generation: Generation Alpha. These children were born
from 2010 and beyond, and have grown up in a different
world from older generations. They have never lived in a
world without smartphones, drones, tablet computing, apps,
and 3D television. Like Generation Z, they are extremely
comfortable with technology, having grown up using it: many
of them were given smartphones or tablets to play with
before they could even walk.

 This unprecedented access to technology means our
students have more information available to them than we
could have dreamed of, even a couple of decades ago.
They can teach themselves almost anything they want to
know using the resources available to them. They are also
unaware of the borders that used to strictly contain our
experience of the world. Small children can communicate
with people all around the world at the touch of a button.
They increasingly have friends in numerous countries, and
grow up expecting that international travel will be a
common part of their life.
 As educators, we are tasked with helping these capable,
intelligent children prepare for challenges we can’t fully
foresee. That requires a whole new kind of leadership
schools haven’t required in the past.

WHAT DOES IT MEAN TO BE A 21ST CENTURY
LEADER?
 21st Century school leaders enthusiastically face
the challenging task of preparing young minds
for the future, and they think strategically about
the goals and systems that will support this task.
 There are a number of different traits, skills,
mindsets, and habits that define 21st Century
leaders.

PERSONAL TRAITS OF A 21ST CENTURY LEADER
 Personal qualities like curiosity, persistence, resilience,
flexibility, responsibility and hard work are as important
as ever for leaders. Whatever changes come, these
school principal leadership qualities are always the key
to success. Remember, also, that nobody is born with all
the qualities of an effective school leader fully realised.
Part of being a leader is having the will to work on
personal growth and improving yourself constantly.
 Other qualities are increasingly important for leaders:
creativity, entrepreneurship, innovation, constant
learning and teamwork are all crucial for today’s leaders.

MINDSETS OF A 21ST CENTURY LEADER
 The way you think can change your life and your school.
It might sound like a platitude, but it’s not just ‘woo’. A
positive mindset makes you confident and encourages
you to take risks when needed and to think outside the
box. To begin with, are you even thinking about yourself
as a leader? Too often, people forget to think about the
school principal as leader. You should be truly nurturing
yourself as a leader, not getting bogged down in
administration and the small details.
 Read about developing a Growth Mindset instead of a
Fixed Mindset, and start to look at whether you are
thinking in a way that promotes growth or that will lead to
failure. Nothing will undermine success in your career
and in your school like a pattern of unhealthy self-talk.

 In addition to a positive Growth Mindset,
you should also cultivate a global
perspective, and avoid the temptation to
think small. Approaching everything with a
view to sustainability, wellbeing and the
big picture, and you’ll help create a culture
that encourages students to do the same.
Leading and managing change in schools
is much less overwhelming with these big
touchstones remaining constant.

SKILLS OF A 21ST CENTURY LEADER
 The key skills for a leader in 2018 include teamwork, high EQ,
and focus. These things are crucial for managing yourself, and
managing others. EQ involves self awareness and social
awareness, an understanding of people, and good relationship
management. This allows you to understand and be responsive
to your own needs and the needs of people around you. It
fosters communication and collaboration, which is the path to
unlocking collective genius.
 Focus is a fundamental skill for everybody in the information
age, but especially for busy people in demanding roles. This
includes focus in the moment – being able to stop checking
your emails and immerse yourself in deep work – as well as
focus on a broader scale – knowing what are the key values
and goals, personally and for your school, and keeping them
central.

HABITS OF A 21ST CENTURY LEADER
 Effective leaders work with those around them, making a habit
of seeking constructive feedback and reflecting on how things
can be improved. They recognise the importance of
collaboration to unlocking collective genius, but they also know
how to set boundaries. If you’re a school leader, you know how
precious your time is: guard it as such! Don’t waste time on
meetings that could be emails, tasks better suited to somebody
else’s skill set, and things that don’t contribute to either your
personal goals or the school’s goals.
 Build healthy habits that create a framework to help you
perform at your best. From getting enough sleep to carving out
uninterrupted time with your family, these non-work habits
support your work. Look for things that aren’t working in your
life, and trial new ways of solving the problem. If your solution
works, make it a habit so you can stop giving it so much time
and attention.

DEVELOPING 21st CENTURY LEADERSHIP IN YOUR SCHOOL LEADERSHIP
TEAM
 Building leadership capacity in schools should never be limited to training principals
and heads: an intelligent and committed team who are on the same page is
invaluable. It can be overwhelming to know where to begin developing that. Often
formal school leadership training is assumed to be the answer, in the form of
professional development days, one-off school leadership programs, and school
leadership conferences. While a school leadership conference or some thought out
school leadership courses can be incredibly useful, they can only be truly effective in
the context of an ongoing commitment to change. A school leadership program
should help you establish strategies and tools that you can use over time to drive
change, not simply inspire you in a way that ends along with the event.
 Whatever your school leadership framework, educational leadership training will help
make your school a trailblazer, and help make yours a school for global leaders of
the future. Whether you’re leaders of a new school or an established school, whether
you’re part of international school leadership or local independent school leadership,
committing to establishing solid leadership in an ongoing manner can make you a
thought leader school, with others wondering how you did it.

Key Components for
Successful Educational Leaders
Focus on Instructional Leadership
And
Develop Personal Instructional
Leadership Skills

Instructional Leadership
Focus on Instructional Leadership
A. Educational Leaders Need to:
 Prioritize
 Make Decisions
 Demonstrate the Importance of Instructional Leadership
B. Charge Needs to be Continuous, Consistent and Highly Encouraging
Develop Personal Instructional Leadership Skills
A. Recommend that educational leaders become prolific readers of
everything and keep abreast of current research, best practices, and
cutting edge theories.
B. Do that little extra as an effective instructional leader to span
difference between ordinary and extraordinary!

Key Components for
Take Time to Celebrate
And
Shape the Instructional Climate

Instructional Climate and
Organization
A. Take Time to Celebrate Achievement
 Successful leaders instill the importance of continuous
and consistent student learning.
 Recognize and Celebrate Every Academic Success
B. Shape Climate and Organization
 Instructional Leaders can shape climate and
organization by altering their attitudes.
 Qualities of spirit, energy, enthusiasm and passion are
contagious.

Key Focus Areas for
Provide Powerful Professional
Development
and
Constructive Support

Professional Development and
Support
A. Powerful Professional Development
 Instructional leaders should provide, conduct and/or facilitate
meaningful professional development.
 Instructional leaders should provide opportunities to develop
effective teaching practices targeted at the increasing of
student achievement.
B. Constructive Support
 Instructional leader and teacher must have: trust, respect,
credibility and professional accord.
 Educational leaders must be skilled and successful advocates
of resources and materials to meet the needs of improved
instructional practices.

Eight Keys to Unleashing
Instructional Leadership Potential
 Keep your eye on the tiger
 Prioritize your mission
 Abandon all that is not effective
 Communicate – attempt to be great!
 Keep time on your side
 Empower others
 Hire a games manager
 Minimize meetings

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