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

Educating the Whole Child: Can it Be Done?

          Educating the whole child basically refers to a holistic type of education. It involves the development

of every person’s intellectual, physical, social, emotional, artistic, creative, and spiritual potentials (“What does it mean,” n.d.). This holistic approach is basically aimed at helping students to be the most that they can be. As such, the main element is interconnectedness of experience and reality (“Holistic education,” April 2012). It focuses on the relationship between the whole and the parts. It suggests to educate the whole parts of the child; educate as a whole not an assemblage of parts; and, see the child as part of a whole society, environment, humanity, etc. (Holistic education,” April 2012).

         The leading national education organization, ASCD, promoting “educating the whole child” identified five characteristics that school must address (“The whole child,” n.d.). First, each student enters school healthy, learns about and practices healthy life style. Second, each student learns in a physically and emotionally safe environment for students and adult. Third, each student is actively engaged in learning in school and community. Fourth, each student has access to personalized learning and is supported by qualified and caring adults. Fifth, each student must be challenged academically and prepared for success in college or further study.

         As educators, we only want the best for our students. We aimed to arm our students the knowledge and skills they would need to succeed the challenges and opportunities of the present and the future. Educating the whole child approach is the perfect fit for this because it is designed to ensure that every child is healthy, safe, engaged, supported and challenged. It provides for long-term students success as it addresses students’ comprehensive needs. However, the challenges for educators and schools would include limited resources and the preparation required by high-stakes testing. These two are probably the main reasons why many public schools unapologetically exclude offerings like arts, music, foreign language, and physical education. Every public school would want to focus on academics that are highly tested in the standardized test. Thus, they use the time and resources for these “extras’.  Also, programs like those of music and nutritious school lunch may entail additional cost to the school, which is definitely a big issue in scarcely resourced schools.

          However, while these schools may have reasons not to go with the whole child approach, we must admit that better physical, emotional and spiritual health produce highly intellectual and productive individuals.

References

A whole child education for every child: The grand unifying theory of education. ASCD, 27 March 2014. Retrieved on September 19, 2014 at http://www.wholechildeducation.org/blog/a-whole-child-education-for-every-child-the-grand-unifying-theory-of-educat

Holistic education: an approach for 21^st century. International Education Studies, Vol. 5, April 2012. Retrieved on September 19, 2014 at http://ccsenet.org/journal/index.php/ies/article/viewFile/17024/11514

Petrzela, Natalia. Educating the whole child. The Huffington Post, 5 March 2012. Retrieved on September 17, 2014 from http://www.huffingtonpost.com/natalia-mehlman-petrzela/educating-the-whole-child_b_1321422.html

The whole child. ASCD, n.d. Retrieved on September17, 2014 at http://www.wholechildeducation.org/about

Bilingual or Total Immersion

Language immersion is “a method of teaching language, usually a second language in which the target language is used as both curriculum content and media of instruction.” This means that the usual curricular activities are conducted in the second language (Bostwick, n.d.). On the other hand, bilingual education means the “practice of teaching non-English children in their native language, while they are learning English” (“Bilingual education”, n.d.). The bilingual students are schooled separately from the English Speakers for most of the school days.

There are growing arguments whether bilingual education is the answer to the issue on how to teach academic subjects to English Language Learners. Supporters of bilingual education argue that schools should build upon the minority child’s language and culture (“Speaking of learning,” n.d.). They believe that children will learn English and yet continue to progress with their academic subjects such as math and science when they are taught academic subject using their primary language and at the same time offering English language instruction (“Speaking of learning,” n.d.). They further contend that they can transition to the mainstream classes when they have mastered the English language. In contrast, critics of bilingual education claim that putting them into bilingual classes will impede their ability to acquire the English language quickly. Also, research shows that bilingual programs are ineffective and even if it works, it works only if the writings are similar in the two languages (“Speaking of learning,” n.d.). Lastly, they have a better option – immersion.

In the meantime, research shows that over the past thirty years, teaching English in isolation has shifted to immersion by integrating language and content (Bostwick, n.d.). Pro-English supporters contend that language is acquired best when it is learned in meaningful social context. According to research, students in English Immersion has reported better result than students in bi-lingual program (“Bilingual education,” n.d.). Further, as outlined by Bostwick, immersion students (i) outperform students in traditional foreign language classes as regards foreign language skills, (ii) do as well or better than students in “first-language” only classes, and (iii) immersion students are more aware of and show positive attitudes towards other culture.

Withal, I personally favor immersion as regards English Language Learners. Students who are in immersion class, listen, absorb and speak the language naturally like a child learning how to talk for the first time. For sure there will be a struggle in the early part of immersion program, but students learn quickly from their peers and adapt easily to their environment. However, while it is important for the English Learners to learn quickly the second language, it is equally important to preserve their primary language too. With that in mind, we might consider partial or two-way immersion program instead of total immersion.

References

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Bilingual education.  ProEnglish, n.d. Retrieved 17 March 2014 from https://www.proenglish.org/projects/bilingual-education.html

Bostwick, Mike. What is immersion? Retrieved 16 March 2014 from http://www.bi-lingual.com/school/INFO/WhatIsImmersion.html

Speaking of Learning: Bilingual Education. Roundtable, Inc. Retrieved 16 March 2014from http://www.pbs.org/kcet/publicschool/roots_in_history/bilingual.html