What it takes to be an instructional leader?

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Principals have always been regarded as instructional leaders. This role is the center point of the article "What it takes to be an instructional leader" by Billy Jenkins, with emphasis on: 1) defining what instructional leadership means; 2) difference between principals as school administrator and as instructional leaders; 3) knowledge that instructional leaders should acquire; and, 4) skills that instructional leaders should possess.

Instructional Leadership

The definition of instructional leadership has been changing and expanding. The attribute “instructional” pertains to actions that principals should do to promote growth in student learning. A principal plays both the roles of school administrator and instructional leader. 

Difference between principals as school administrator and as instructional leaders

Principal acting as school administrator deals with managerial duties. In contrast, principal acting as educational leader deals with setting clear goals, allocating resources to instruction, managing curriculum, monitoring lesson plans, and evaluating teachers. In addition to the aforesaid tasks of an instructional leader, it has now expanded to teaching and learning with emphasis on learning. Thus, the National Associations of Elementary School Principals redefined instructional leadership as leading learning communities which prioritize adult learning, setting high expectations for performance, creating culture of continuous learning for adults and getting support from community.

Knowledge that instructional leaders should acquire

The other emphasis is on what instructional leaders must know in order to give learning a priority. The article outlined four skills essential for instructional leadership, namely: a) resource provider, b) instructional resources, c) good communicators, and d) visible presence. Apart from these skills, instructional leaders must be updated on curriculum, instruction and assessment. These three are essential in understanding how humans learn. Thus, principals must be on top of the changing conceptions of curriculum, educational philosophies and beliefs, curricular sources and conflict, and curriculum evaluation and improvement. Also, principals must be abreast of different models of teaching as well as technology-based learning environment. Further, principals must be knowledgeable on the principles of student assessment, procedures as well as alternative methods. Possessing these essential knowledge makes principals great resource persons in enhancing instructional effectiveness.

Skills that instructional leaders should possess

Another emphasis centers on the skills that principals should possess. These skills include: a) interpersonal skills; b) planning skills; c) instructional observation skills; and, (d) research and evaluation skills. Interpersonal skills deals with enhancing relationship with colleagues. On the other hand, planning skills include identification of goals, inducements, commitments, and assessing changes. Meanwhile, instructional observation skills aim at providing teachers with feedback, which serve as their guide in classroom instruction. Lastly, research and evaluation skills are looked upon as one of the important factors toward instructional improvement. This includes ability to analyze data, doing research and program evaluation.

The article “What it Takes to be an Instructional Leader” authored by Billy Jenkins succinctly describe what school leadership should be like. I strongly agree with the said article that instructional leadership is essential in school leadership. While managerial duties is important, every principal should put learning as the main focus. However, in practice, not all principals act as true instructional leaders. Some principals spend little time in classrooms. They are mostly preoccupied with managerial or administrative work. They give feedback on what they have observed in a classroom based on just one or two visits. This is not what instructional leadership is all about. The principals must exhibit intellectual leadership that will facilitate growth both in learning and teaching skills.

References:

Jenkins, Billy. What it takes to be an instructional leader? Retrieved from http://www.naesp.org/resources/2/Principal/2009/J-F_p34.pdf