Instructional Leadership

2021 ◽  
pp. 25-50
Author(s):  
Bryan S. Zugelder
Keyword(s):  
Instructional Leadership ◽  
School Personnel ◽  
Future Research ◽  
Teacher Leader ◽  
Distributive Leadership ◽  
Instructional Systems ◽  
Use Of Data ◽  
Leader Roles ◽  
Improve Instruction ◽  
Professional Capacity

While principals are ultimately accountable for instructional leadership, they also are burdened by the increasing demands of the administrative job and, therefore, must rely on the capable teaching professionals to help carry out the instructional mission of the school. Indicators of instructional leadership for teacher leaders include coaching and mentoring, collaboration, and understanding the context of school and community. This chapter addresses the constructs of instructional leadership, including 1) understanding effective instructional practices, 2) alignment of school-wide instructional systems, 3) use of data to improve instruction, 4) the fostering of collective continuous improvement, and 5) inclusion of collaborative professional development for school personnel to build professional capacity and leadership in all. The intersection between principal and teacher leader roles, as a premise for distributive leadership, will be explored and proposed with recommendations for future research.

scholarly journals PHYSIOLOGY OF SUCCESSFUL AGING: IMPLICATIONS FOR HEALTH AND WELL-BEING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S434-S434
Author(s):  
Konstantinos Mantantzis ◽  
Denis Gerstorf ◽  
Thomas M Hess
Keyword(s):  
Older Adults ◽  
Successful Aging ◽  
Well Being ◽  
Empathic Accuracy ◽  
Future Research ◽  
Subjective Well Being ◽  
Use Of Data ◽  
Aging Study ◽  
Underlying Mechanisms ◽  
Relationship Factors

Abstract Research into peripheral physiology and its association with cognition, emotionality, and social/physical functioning has received considerable attention over the years. However, many of the underlying mechanisms are not well understood. In this symposium, we have compiled a set of four empirical projects that showcase current and future endeavors to address some of the long-standing questions about when, how, and why physiology shapes and is shaped by key psychosocial resources. Hawkley et al. make use of data from the NSHAP and HRS longitudinal studies to investigate whether social relationships such as number of friends predicts risk of diabetes among older adults. Wilson et al. use dyadic data from young and middle-aged couples to examine cardiometabolic similarity among spouses, and how such concordance is shaped by key relationship factors such as emotional closeness. Pauly et al. use data from two daily-life studies of older couples to investigate how physiological synchrony in cortisol is modulated by partner interactions, empathy, and empathic accuracy. Finally, Mantantzis et al. make use of multi-year longitudinal data from the Berlin Aging Study II to examine the role of glucose regulation capacity for trajectories of subjective well-being among older adults. Thomas Hess will discuss the importance of these papers, discuss strengths and weaknesses of the approaches chosen, and consider implications for future research.

scholarly journals Policy incentives in Canadian large-scale assessment: How policy levers influence teacher decisions about instructional change

2017 ◽  
Vol 25 ◽  
pp. 115
Author(s):  
Derek T. Copp
Keyword(s):  
Large Scale ◽  
Positive Development ◽  
Instructional Change ◽  
Large Scale Assessment ◽  
Teacher Decisions ◽  
Grade Levels ◽  
Use Of Data ◽  
Scale Assessment ◽  
Improve Instruction ◽  
Policy Incentives

Large-scale assessment (LSA) is a tool used by education authorities for several purposes, including the promotion of teacher-based instructional change. In Canada, all 10 provinces engage in large-scale testing across several grade levels and subjects, and also have the common expectation that the results data will be used to improve instruction in classrooms. Yet despite agreement between ministries that instructional change based on LSA results is a positive development and employs data-based decision making at its heart, there remain significant differences in the kinds of incentives written into assessment policies in Canada. It is also true that implementation of the policies is less than uniform between schools and school divisions. Using mixed methods (survey data and follow-up interviews), this study examines which policy factors have the most significant impact on teacher decisions regarding the use of data. The findings indicate that highly incentivized policies correlate well to instructional change including aspects of both teaching (to) the curriculum as well as teaching to the test. Since the latter will be examined as a neither an educationally defensible practice nor a stated policy goal, the statement that ‘incentives work’ does not fully capture the nature of these impacts.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Applications of Data Mining in Software Development Life Cycle

2014 ◽  
pp. 67-79
Author(s):  
Naveen Dahiya ◽  
Vishal Bhatnagar ◽  
Manjeet Singh ◽  
Neeti Sangwan
Keyword(s):  
Data Mining ◽  
Life Cycle ◽  
Software Development ◽  
Future Research ◽  
Data Mining Techniques ◽  
Use Of Data ◽  
Development Life Cycle ◽  
Efficient Information ◽  
Software Development Life Cycle ◽  
Effective Use

Data mining has proven to be an important technique in terms of efficient information extraction, classification, clustering, and prediction of future trends from a database. The valuable properties of data mining have been put to use in many applications. One such application is Software Development Life Cycle (SDLC), where effective use of data mining techniques has been made by researchers. An exhaustive survey on application of data mining in SDLC has not been done in the past. In this chapter, the authors carry out an in-depth survey of existing literature focused towards application of data mining in SDLC and propose a framework that will classify the work done by various researchers in identification of prominent data mining techniques used in various phases of SDLC and pave the way for future research in the emerging area of data mining in SDLC.

Effective Schools–Effective Superintendents: The Emerging Instructional Leadership Role

1993 ◽  
Vol 3 (3) ◽  
pp. 246-259 ◽  
Author(s):  
Lars G. Bjork
Keyword(s):  
Instructional Leadership ◽  
Effective Schools ◽  
Leadership Style ◽  
Leadership Role ◽  
National Commission ◽  
Formal Organization ◽  
Simple Description ◽  
Effective Superintendents ◽  
Improve Instruction ◽  
Principal Supervision

The national commission reports, which launched the most intensive and sustained effort to improve schools in America's history, confirmed the importance of instructional leadership. Although the role of the principal was initially emphasized, research studies on instructionally effective schools indicate that superintendents use their “bureaucratic” positions in the formal organization to improve instruction. They enact their instructional leadership roles through a broad array of activities including staff selection, principal supervision, establishing clear instructional goals, monitoring instruction, and financial planning for instruction to improve instruction. The concept of instructional leadership has moved beyond a simple description of the principal's role to understanding it as a multi-level, multidimensional, and highly interactive activity that may require a more consultative leadership style.

The use of teacher leader roles in an online induction support system

2018 ◽  
Vol 75 ◽  
pp. 174-186 ◽  
Author(s):  
Samuel J. Polizzi ◽  
Michelle Head ◽  
Donna Barrett-Williams ◽  
Joshua Ellis ◽  
Gillian H. Roehrig ◽  
...  
Keyword(s):  
Support System ◽  
Teacher Leader ◽  
Leader Roles

Adjustment Problems of Mexican and Mexican-American Students: An Anthropological Study

1983 ◽  
Vol 6 (4) ◽  
pp. 395-415 ◽  
Author(s):  
Henry T. Trueba
Keyword(s):  
Learning Environments ◽  
Mexican American ◽  
School Personnel ◽  
Major Influence ◽  
Future Research ◽  
Effective Teacher ◽  
Skills Acquisition ◽  
Adjustment Problems ◽  
Academic Tasks ◽  
Adjustment Difficulties

Adjustment difficulties have serious impact on children's academic achievement. Using an anthropological approach to data collection and analysis, the nature of Mexican and Mexican-American children's adjustment problems in school was investigated based on the hypothesis that their maladjustment stems from their inability to communicate and understand the school as a cultural unit. The focus was on specific manifestations of adjustment problems and the mechanisms used by the subjects to cope. A total of 16 distinct characteristics of maladjustment were identified. Coping mechanisms generally fell in three categories: underparticipation, overparticipation, and selective participation in academic tasks under protest. However, students were found to modify their behavior in response to different interactional contexts. A major influence on the children's responses to stressful situations and demanding tasks was found to be home socialization. Implications of the findings are drawn for school practices and future research directions. Basic to the suggestions to school personnel is the need to create humane and appropriate learning environments for Hispanic and other minority students including shared decision-making and closer home-school ties. Educational recommendations also include more effective teacher training at both the preservice and the inservice level as well as increased availability of aides. Identified research needs center around effective learning environments, impact of home environment, and basic skills acquisition.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

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