Instructional Leader Case Study

Currently, I am teaching at my high school alma mater and my vision is to lead my school district as an administrator. Many youth of today are choosing teaching as a career and need leadership to guide them in their journey of education. I can serve my school and community by displaying leadership qualities of a positive attitude, a willingness to develop morale of staff and guide learning experiences of naiveté and experienced teachers

Firstly, in my Academic Career, I have held a multitude of leadership roles. My sophomore year , I was a class representative for Family, Career, and Community Leaders of America, commonly known as FCCLA. It was my duty to alert members and keep them up to date regarding meetings and activities. As a representative of FCCLA, I learned how to work as a unit leader and a team member.That same school year, I ran for the district office of secretary for FCCLA. The nomination and election process, gave me the opportunity to grow and nurture my leadership abilities. It was eminently challenging; but I learned the importance of discipline and hard work. I accomplished my goal and was nominated Secretary for FCCLA. This office allowed me to meet plenty

The importance of effective leadership and its impact on improving student achievement are evident in today’s schools (Leithwood, Louis, Anderson, and Wahlstrom, 2004). While the school principal is traditionally thought to be the school leader, Glickman (1989) proposes that “the principal of successful schools is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others” (p. 8). Lumpkin, Claxton, and Wilson (2014) contend that helping “each school fulfill its mission and energize and expand the professionalism and professional contributions of teachers, the expertise of all teachers, especially teacher leaders, is needed” (p. 59). Teachers directly impact student learning, and

I believe that my past personal and professional leadership experiences make me a quality candidate for this position because I have 8 years of experience working in an elementary school as a 6,7, and 8th-grade teacher and 2 years of experience working as English Learner (EL) Program Lead in a high school setting. These experiences have afforded me the opportunity to take on many leadership roles. For example, that of instructional leader and coach, science department chair, English Language Learner department chair, English language learner program lead teacher (ELPT), test coordinator, and facilitated scheduling and programming of EL students, MTSS coordinator, and a union delegate.

“Leaders don 't create followers, they create more leaders,” Tom Peter famously proclaimed. As the principal of Crestview Elementary, I have always taken this quote to heart by continuous striving to empower my faculty and staff. Most recently, I have decided to train my assistant principal, Kathy Robinson, who was appointed to her position this summer after ten years as a classroom teacher. I quickly recognized that she possessed many of the qualities that make great leaders. Kathy is an excellent communicator, a great problem solver, innovative, very personable, and cares about the students and staff (Sheninger, 2011). Therefore, I have decided to mentor her and hone her skills so that she will be prepared for a transition to the role of principal.

In our school, the principal is the head of our organization and since she does not have an Assistant Principal, is the head all alone. She has been principal for 10+ years at the same establishment and loves every day. She stresses to her staff the importance of student safety, student achievement, parental

This will allow for dialogue between faculty, staff, and myself as the administrator. I am currently working as an elementary school aide to prepare for what I need in order to be successful as a school administrator since most duties are non-professional. A successful operation of an educational institution requires a competent administrator, such as one who can lead in teaching and learning, take responsibility for school success, develop and retain excellent teachers, and build a strong school community. Leadership plays a critical part in the realization of effective schools, seeing the vision of the school, and articulates the goals. Leadership is a trait I use daily working with people getting things done by modeling behaviors and inspiring action.

Chino Hills High School has an amazing leadership and ASB program. The students and staff promote positivity in every activity that they host for CHHS. On January 11th, the Chino Hills High School leadership and ASB did an amazing activity where they invited another leadership group called CASL (California Association of Student Leaders). Leadership and ASB connected with CASL to help motivate some middle school leadership students who are incoming freshmen. The CHHS leadership students had an opportunity to not only motivate the middle students to become better leaders, but to also allow them to participate in some fun activities. They did many activities such as, wrapping themselves in newspaper and trying to create the best out of something

The focus of my SEA will be taking a closer look at how my department evaluates the outcome and effectiveness of instructor-led training. Upon completion of training, currently there is no follow-up process to assess the outcome of training. In other words, is the employee applying what they learned back on the job? Is there performance improvement back on the job due to training? Is additional training required? These are the types of questions that often go unanswered, but play a critical role in evaluating training/learning effectiveness.

Throughout the readings, instructional district leadership that made the most impact dealt with incorporating collaborative objectives with regards to academic achievement. For instance, Waters & Marzano (2006) found effective superintendents ensure that the collaborative goal setting process results in nonnegotiable goal in student achievement and instruction (p. 4). Collaborative goal setting is one of the crucial aspects of instructional leadership. Specifically, effective goal setting is one of the most important characteristics a leader can utilize to drive instruction (Leaf & Odhiambo, 2017). In my experience in education, goal setting accomplishes providing direction and exercising influences with

Over the years, I have worn many educator hats such as a Director of Resource, classroom teacher, Head Start teacher, special’s teacher, and as a teacher’s aide. My leadership experiences have not been ones in an administrative role, but I have had leadership experiences both informal and formal in nature. My years as a professional educator with a Virginia Collegiate Professional license has allowed me to teach in public settings as well as Catholic schools, at many different grade levels and for me, all of those experiences have influenced my leadership skills.

Student leaders come in all shapes and sizes. They choose to lead based on their skills and preferences. Whether in social groups, athletics, or within the classroom, student leaders demonstrate certain traits that benefit both themselves and those they are leading. Generally speaking, leaders are classified as role models within the student body. They are the students who challenge the status quo, who ask questions and demand answers. They inspire athletic teams and social organizations alike; they bring to light the issues that an organization or club faces and work toward a solution. The traits and skills that these leaders exhibit socially, athletically, and academically can be both inherit and learned. The

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really

When I student taught last semester the principal at the school was a total rock star. She was one of the best school leaders I have had the pleasure to witness in action. Being a principal is one of the highest stressed jobs in the world and she did it with such ease and determination.

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.