For this Assignment, you will use the attached assignment template you started in Unit 1. Read the directions within the Assignment Template for the Unit 6 Assignment. Write the assignment directions,
Units 1 and 6: Instructional Leadership This template will be used to complete Units 1 and 6 Assignments. It is important for you to read the directions for each Assignment carefully. ___________________________________________________________________ Unit 1 Instructional Leadership Assessment Directions for Unit 1 Assignment: Unit 1 Assignment Requirements: 2–3 pages APA citations and references Contains at least three references, with one being outside of the course readings Section I: Definition of Instructional Leadership Erase this section and type in the following: Write a definition of instructional leadership using the text, other resources for this unit, and outside resources. Write this as a narrative and include a list of activities, beliefs, or characteristics associated with instructional leadership. Section II: Motivation to Lead Erase this section and type in the following: Based on your definition in Section I, write what motivates you to develop as an instructional leader? What do you want to accomplish in your current setting or your next leadership role? Section III: Assessing Yourself as an Instructional LeaderErase this section and type in the following: Based on what you defined as an instructional leader in Section I and your motivation in Section II, write an assessment to what extent you are already acting as an instructional leader. What are the areas of growth that you need to focus on as you develop your leadership skills? Include specifics of your practice as related to the best practices of instructional leadership you listed there. Section IV: Action Plan for Growth as an Instructional Leader Erase this section and type in the following: Based on the first three sections of this paper, write a plan for how you will continue to grow as an instructional leader. What qualities of an instructional leader will you need to improve in order to be successful in your current educational setting? As you consider those qualities, are there skills, certificates, or trainings you will need to pursue in order? How will you acquire these? Be specific as you develop your plan and include timelines as appropriate. This Assignment (Sections I – IV) is due at the end of Unit 1 and is worth 100 points. Please refer to the Rubrics link under Course Resources for specific grading criteria. This Assignment addresses the following unit learning outcomes: Assess your PK-12 leadership skills. Identify the characteristics of effective leaders. Describe the characteristics of effective leaders. This Assignment addresses the following Course Outcome: ED552-1: Assess the motivation and need for becoming a teacher leader. ___________________________________________________________________ Unit 6 Reflection, Future Planning and Personal Brand Directions for Unit 6 Assignment: Before you begin the Unit 6 Assignment, review the feedback you received from your instructor for the Unit 1 Assignment. The Unit 6 Assignment Requirements are: 6–8 Pages APA citations and references Revise the Unit 1 Assignment based upon your instructor’s feedback. Section V: Current Leadership Practices Erase this section and type in the following: Throughout this course, you have been asked to look at yourself as an instructional leader in your current practice. Describe some of the activities you are involved in now, how they demonstrate leadership, and how you might continue to grow and develop in these leadership roles. How have these roles addressed your participation in the change process within your current setting? If you are not in a classroom, describe activities that you could practice in the instructional position that you would like to teach in. Section VI: Future Setting of Instructional Leadership Erase this section and type in the following: Provide a description of the future educational setting in which you plan to practice your instructional leadership. You may not be certain now, but consider the situation you would like to work in and be most effective in. Will it be in a K–12 setting? Will it be in higher education? Will it be an administrative position? Will it be a state-level position? Will it be in a district office? Will you begin as an administrator and work your way up to other positions of leadership? Will you remain in the classroom? Discuss why you would like to have this position and how would you use it to promote teaching and learning in that setting. Refer back to your definition of educational leadership in Section I to support how this position fits that definition. Use the internet to search school’s site and educational employment sites for locations where you would like to work and what you would like to do as a leader there. Section VII: Leadership Training / Career Development / Personal Brand Erase this section and type in the following: In order to achieve your goals as an instructional leader in a future setting, you will have to acquire the skills and requirements necessary for that position. Review what you wrote in your first Assignment; Section IV and your Action Plan for Growth. What does your research into this position show as necessary requirements? What education would you need? What experience would you need? What skills must you develop? Which professional organizations should you join? What type of participation should you do in those organizations? What are some publishing opportunities locally, statewide, or nationally? How will you present your skills (new and practicing) to future leaders as you move into increasingly responsible roles of instructional leadership? Provide as detailed a plan as possible for acquiring and developing these skills and experiences. Use the internet to search for school sites and educational employment sites for locations where you would like to work and what you would like to do as a leader there, and what the requirements are to do that job. Provide an annotated timeline for where, when, and how you will achieve the most important skills trainings and traits. Section VIII: Reflection Erase this section and type in the following: Throughout the course, you have been asked to reflect on concepts of leadership in the Discussion Boards, Seminars, and Major Assignments. In this section, provide a final reflection on your understanding of instructional leadership. Consider the barriers that may stand in your way, opportunities that may present themselves, and alternatives that you may pursue in your field of educational leadership. Finish with a personal statement of your leadership beliefs. Do not rely on resources; draw upon your personal reflection to show your passion regarding educational leadership. This Assignment (Revised Sections I – IV and New Sections V – VIII) is due at the end of Unit 6 and is worth —- points. Please refer to the Rubrics link under Course Resources for specific grading criteria. This Assignment addresses the following unit learning outcomes: Apply your leadership knowledge to your personal career development. Describe the characteristics of current and potential leadership roles. It also addresses the following Course Outcomes: ED552-3: Evaluate the instructional leader’s role in a change process. ED552-4: Examine current or potential roles of instructional leaders in a school setting. PC 3-5: Engage in career development and advancement strategies, including effective networking, mentoring, and creating a personal brand.
For this Assignment, you will use the attached assignment template you started in Unit 1. Read the directions within the Assignment Template for the Unit 6 Assignment. Write the assignment directions,
Instructional Leadership Assessment Name ED 552-01 Purdue Global University August 30, 2022 Instructional Leadership Assessment Section I: Definition of Instructional Leadership Instructional leadership is the capacity to exhibit effective school leadership, particularly in curriculum and instruction, and to take direct responsibility for enhancing teaching and learning (Hallinger, 2005). Instructional leadership is described as the capacity to engage colleagues in cooperative learning and growth to enhance teaching and learning (Brolund, 2016). An instructional leader can assign certain responsibilities to others to promote the growth of student learning and teacher instructional approach that aligns with student needs. The instructional leader has authority and influence over curriculum, instruction, and assessment of effective school instruction. The instructional leaders encourage the accomplishment of individual and communal objectives. The objective of instructional leadership is to create a school atmosphere conducive to teaching and learning. The instructional leader’s objectives include promoting the school mission, instructional program management, and fostering a pleasant school climate. The instructional leader’s attitude is characterized by a passionate moral purpose centered on fostering profound student learning, professional inquiry, trusting relationships, and pursuing proof of action (Brolund, 2016). Effective leaders provide a safe and secure learning environment and effective assistance for students with special needs, recognizing exceptional teachers doing the right thing and providing them with genuine recognition and emotional intelligence. The difference between instructional leadership and administration is that administrators are solely concerned with administrative duties. In contrast, instructional leaders are concerned with establishing clear goals, allocating resources to instruction, managing the curriculum, monitoring lesson plans, and evaluating teachers (Brolund, 2016). The instructional leader considers instructional quality as their top priority and strives to realize this vision. The duties of instructional leaders include providing resources. The instructional leader should be aware of their faculty’s strengths and weaknesses and be able to identify teachers’ desires to be recognized and praised for a job well done. Teachers rely on the instructional leader for information on current trends and excellent instructional practice; therefore, an effective instructional leader must be an instructional resource. The instructional leader must be an effective communicator because they must convey fundamental learning concepts, such as the idea that effectively promote student learning. The instructional leaders must establish a visible presence by setting objectives, modeling learning behaviors, and organizing instructional programs and activities (Jenkins, 2009). Interpersonal skills, planning skills, instructional observational skills, and research and assessment are some of the traits of an instructional leader. Section II: Motivation to Lead The motivation for developing instructional leadership traits is to provide direction on areas of curriculum and instruction and assessment. A leader plays a vital role in planning, establishing clear objectives, and inspiring colleagues’ commitment and enthusiasm. Therefore, I am motivated to cultivate this characteristic to improve the current setting’s instructional, learning, curriculum, and evaluation. I want to establish a school-wide learning environment that supports teaching and learning, facilitates effective instructional practices to address students’ different learning needs, and aligns curriculum, instruction, and assessment to maximize student learning (Hallinger, 2005). My mission is to establish a culture of instructional excellence in my current educational setting by ensuring everything is centered on enhancing student learning and performance. Section III: Assessing Yourself as an Instructional Leader Already I have developed a model in which teachers collaborate to create lesson plans, meet regularly to discuss their work and student learning issues, and work collaboratively to solve problems. In addition, I have been verbally recognizing staff efforts to encourage them to exert greater effort in enhancing student learning. In addition, I have a better understanding of the shifting curricular concept, the many teaching models, and the rationale for adopting particular models and theories that surround the teaching model (Hallinger, 2005). As a teacher, I have an in-depth grasp of assessment procedures and alternate assessment approaches that aim to enhance student learning. Already I have a greater understanding of planning, interpersonal interaction, and curriculum observation, but these skills are insufficient to properly design curriculum, instruction, and evaluation that would enhance student learning. The areas in which I need to improve my leadership skills include research and assessment skills. These skills are required to evaluate the instructional program’s success critically. Influential instructional leaders must conduct sufficient research to make well-informed decisions about enhancing learning in their schools. As the instructional leader, instructors rely on me as a primary source of knowledge on current trends and effective instructional practices (Jenkins, 2009). Section IV: Action Plan for Growth as an Instructional Leader I wish to develop a good relationship with staff, good communication skills, and an extensive understanding of material and pedagogy to succeed in the current educational system. I want to acquire interpersonal skills that will allow me to preserve trust, inspire motivation, empower others, and foster collegiality. I want to enhance my instructional observation skills to provide teachers with feedback for consideration and reflection. Lastly, I want to strengthen my research and evaluation skills so that I can assist instructors in designing instructional materials and assessments that take student learning requirements into account. The training includes enrolling in master’s-level courses to advance my education. Participating in curriculum development conferences, seminars, and training events will expose me to fresh information offered by professionals, allow me to communicate with experts, and enable me to earn certification after the training events. The knowledge will be utilized to enhance student learning and performance. References Brolund, L. (2016). Student Success through Instructional Leadership. BU Journal of Graduate Studies in Education, 8(2), 42-45. https://files.eric.ed.gov/fulltext/EJ1230490.pdf Hallinger, P. (2005). Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away. Leadership and Policy in Schools, 4(3), 221–239. https://doi.org/10.1080/15700760500244793 Jenkins, B. (2009). What it takes to be an instructional leader. Principal, 88(3), 34-37. https://www.naesp.org/sites/default/files/J-F_p34.pdf