Redefining Instructional Leadership

John R. Jones; Misty Henry

doi:10.5771/9781475861334

Redefining Instructional Leadership

The Skills and Energy Required of an Instructional Leader

1. Edition 2022

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doi.org/10.5771/9781475861334
ISBN print: 978-1-4758-6131-0
ISBN online: 978-1-4758-6133-4
Rowman & Littlefield, Lanham Rowman & Littlefield, Lanham

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Abstract

Redefining Instructional Leadership: The Skills and Energy Required of an Instructional Leader focuses on how principals must be instructional leaders by first making building relationships a priority. Then, with those relationships that are built, the leader will earn trust from their teachers, which will give them the influence they need to lead them to better levels of performance—and better performance leads to greater depths of student achievement.

Redefining Instructional Leadership goes beyond simply stating theory and summarizing research about what schools need from instructional leaders by emphasizing what instructional leaders should do and how to do it. This book explains the steps instructional leaders must learn and put into practice if their desire is to become a truly dynamic leader that will have a positive impact on teaching and learning.

Schlagworte

school personnel school supervision supervision of instruction teacher performance principals as leaders school administration school improvement formative components of teaching assessing teacher quality educational administration educational leadership educational models improving teacher performance

Chapter Expand | CollapsePage
i–xiv Preface i–xiv
1–4 Introduction 1–4
5–20 1: Redefining Instructional Leadership 5–20
21–34 2: Teachers’ Expectations of Principals as School Leaders 21–34
35–50 3: Students’ Assessment of Quality Teaching 35–50
51–64 4: Is There an Instructional Leader in the School? 51–64
65–84 5: Teachers Need More Supervision, Not Evaluation 65–84
85–100 6: Redefining Professional Development 85–100
101–114 7: Movement and Learning in the Classroom 101–114
115–116 About the Authors 115–116

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