Module 1

Module 1

 Affirm the the Instructional Instructional Leadership Leadership Roles and Functions of a School Head

What Do You Already Know? To find out how much you already know about the concepts discussed in this module, try and answer the questions below: 1. Explain Explain why instruct instructiona ionall leaders are are also called called learning learning leaders. leaders. Instructional leaders are also called learning leaders because they are the prime movers in their schools, their sound practices contribute to the increase in  performance and level and level of mastery of pupils pupils in the dierent dierent skills skills and they also improve the teaching competencies of teachers in the learning environment.

2. i!e four reasons why a school principal principal functions functions much like a "hief Executi!e Executi!e #fficer $"E#% of a company.  The principal principal acts as a chief executiv executive e oce or CEO CEO because: because: •

He is the planner and decision-maker;

•

He creates networks with stakeholders;

•

He is the director leader and coordinator at work; and

•

He assists in the recruitment and trainin! of sta"#

&. 'dentify 'dentify the appropriate appropriate domain domain to which the followin following g tasks of school school heads belong. belong. Each domain is signified by a specific letter $(, ), " and *%. +rite the corresponding letter of the appropriate domain on the box beside each task of a school head.

A. Instructional supervision

C. School communications

B. Schoo Schooll manage managemen mentt

D. Schoo Schooll commun community ity relati relations ons

"lass obser!ations #rdering supplies (ssessment of student performance iring teachers )asic record keeping +riting to alumni "oordination with national education officials 'n!ol!ement in -T"(-T( acti!ities (ttending meetings of local organi/ations

Module 1

 Affirm the the Instructional Instructional Leadership Leadership Roles and Functions of a School Head Teacher Teacher super!ision super!isi on 0oining community councils "urriculum planning

1

1

ame ame the the three three person personal al styl styles es of of princ principa ipals. ls. a#

$utocratic

b#

%emocratic

c#

&ai &aisse' sse' faire

*escri *escribe be transf transfor ormat mation ional al leader leadershi ship. p. (ein! innovative and )exible to chan!es in mana!in! the school in order to achieve maximum maximum perform performance ance are the some of the ke* in!redien in!redients ts in transfor transformatio mational nal leadership# The leader is also a !ood follower to his subordinates# This allows him to !ain their full trust trust and con+dence con+dence towards towards the common common !oal in achievin achievin! ! ,ualit* ,ualit* education#

2

'n each box box on the right, right, indicat indicate e whether whether the listed listed functio functiona nacti ction on descri describes bes a Leader or a Manager. Manager.

 Function/Action Excite people with !ision *iagnose and influence systems "reate a !ision and goals that influence others to share that !ision et the direction -lan and budget 3oti!ate -eople Emphasi/e systems structures and action "hange organi/ational rules

Leader Manager

or

Module 1

 Affirm the the Instructional Instructional Leadership Leadership Roles and Functions of a School Head Teacher Teacher super!ision super!isi on 0oining community councils "urriculum planning

1

1

ame ame the the three three person personal al styl styles es of of princ principa ipals. ls. a#

$utocratic

b#

%emocratic

c#

&ai &aisse' sse' faire

*escri *escribe be transf transfor ormat mation ional al leader leadershi ship. p. (ein! innovative and )exible to chan!es in mana!in! the school in order to achieve maximum maximum perform performance ance are the some of the ke* in!redien in!redients ts in transfor transformatio mational nal leadership# The leader is also a !ood follower to his subordinates# This allows him to !ain their full trust trust and con+dence con+dence towards towards the common common !oal in achievin achievin! ! ,ualit* ,ualit* education#

2

'n each box box on the right, right, indicat indicate e whether whether the listed listed functio functiona nacti ction on descri describes bes a Leader or a Manager. Manager.

 Function/Action Excite people with !ision *iagnose and influence systems "reate a !ision and goals that influence others to share that !ision et the direction -lan and budget 3oti!ate -eople Emphasi/e systems structures and action "hange organi/ational rules

Leader Manager

or

Module 1

 Affirm the the Instructional Instructional Leadership Leadership Roles and Functions of a School Head

&

ame ame the particu particular lar quality quality or beha! beha!ior ior associa associated ted with transfo transform rmati ationa onall leader leadershi ship p being being described on each blank. The choices are pro!ided below:

Idealized inluence

Inspirational motivation

Inte Intell llec ectu tual al stim stimul ulat atio ion n

Indi Indivi vidu dual aliz ized ed cons consid ider erat atio ion n a.

This is a beha!ior that influences indi!iduals !ie !iew

pro problems lems

perspecti!e

to from from

a

fre fresh

and

w it h

a new and increased awareness. b.

This This is a beha! beha!ior ior that inspir inspires es indi!iduals

to

feel

powerful identification and strong emotion toward the leader. c.

T h is

pro!ides

support

and

encouragement

to

indi!idual members. d.

This This mode models ls high high !alu !alues es as an example incl includ udes es

and comm commun unic icat atio ion n

of

an

inspiring !ision.

Let's Try This (Activity 1.1) 'n the spaces below, write the things that you need to do on a typical day in performing your role as a school head. 'magine that this is your daily planner. +rite as many tasks as you can. 4ou may use an additional sheet of paper if necessary. !hings I "eed !o Do !oday# #

$tten $ttend d the )a! ceremon ceremon* * and make make some some importan importantt annou announce ncemen ments ts i#e# present accomplishments.achievements of pupils and teachers;

/#

0nspect 0nspect the ph*sical ph*sical faciliti facilities es of the scho school; ol;

1#

2onitor 2onitor the cleanl cleanlines iness s and beauti+ca beauti+cation tion of the school school !round !rounds; s;

3#

Check Check on school school repor reports ts d due ue dates dates and and memoran memoranda; da;

4#

2ake 2ake a dail* dail* plan on observ observation ation of classe classes; s;

5#

Evalu Evaluate ate the curr curricu icular lar and extra extra-cu -curr rricu icula larr activ activiti ities es under undertak taken en b* the teachers and pupils; and

Module 1

 Affirm the the Instructional Instructional Leadership Leadership Roles and Functions of a School Head 6#

2onitor 2onitor the the boardboard-work work and and lesson lesson plan plan of of teachers teachers##

Sample $!o Do% List 3r.

ohng

is

a

principal

in

a

primary

school

in

5ietnam.

tudy

his

list

of  

things to do below. !hings I "eed !o Do !oday# 1.

Flag raising ceremony 8:00 AM.

2.  Announce upcoming visit of district officials. &.

Meet with the PTCA aout the construction of a as!etall court.

6.

"ign memos to teachers.

7.

#serve Miss $gah% &nglish '( ):*+,-0:*+ AM.

8.

'nspect school grounds.

9.

Chec! "cience lesson plan of Mrs. uong.

.

"end out solicitation letters to alumni for as!etall court.

ow does your list compare with that of -rincipal ohng;s< "an you identify the tasks that are similar< +hich of these tasks fall under instructional leadership practice< practice< )ased on his list of things to do for the day, -rincipal ohng seems to be a !ery busy man. This is probably true for all other principals regardless of where they are or how big their school is. 'ndeed, the school head has many responsibilities. This is perhaps why many people admire principals for their dedication and hard work. *o you agree with me when ' say that a principal;s =ob, your =ob, is a tough one< 3any would think so. oing back to -rincipal hong;s list, out of the eight things for him to do that day, it looks like only two $numbers 7 > 9% are easily recogni/able as directly affecting the instructional process. 'n a day;s work, how much time should the school head spend in pro!iding instructional leadership< 'n the -hilippines, ?epublic (ct o. @177 mandates that a principal spend more time as instructional leader leader than as administr administrati! ati!e e manager manager.. This makes makes sense sense if the primary purpose purpose of schooling schooling is learning. ?eflect on this obser!ation by Aink and ?esnick $2BB1, p. 7@%:  /Most principals spend relatively little time in classrooms and even less time analying instruction with teachers. They may arrange time for  teachers1 meetings and professional development% ut they rarely provide intellectual leadership for  growth in teaching s!ill.2  #ur recommendation is that you focus on the fundamentals: "urriculum, 'nstruction and (ssessment $"'(%. 'f you are to pro!ide quality education, focus on getting the results that you aim for. et e!eryone e!eryone to synergi/e their efforts toward the goal of increasing student learning.

Module 1

 Affirm the the Instructional Instructional Leadership Leadership Roles and Functions of a School Head

Let's Think About This ?ecall the time when you were a student in primary school. 'magine that you were the school;s principal during that time. ow different were the challenges faced by principals then from those that they are facing today< +hat skills must principals possess nowadays that were not required of them before< To help you compare today;s schools with their counterparts twenty years earlier, read a letter written by 3rs. "ru/, a retiring primary school principal in the -hilippines, to her son 0ose "ru/, an aspiring teacher. To my dear 3ose% ' am so glad that you are aout aout to start teaching teaching very soo soon. n. ' !now that this has een your  lifelong dream and ' am so proud that you are finally starting your career in the teaching profession. 4eing 4eing a teache teacherr is indeed indeed a nole nole calling calling.. 5ou have the power power to shape shape the minds minds of future future generations. owever% it may not e as easy as during my time. There are many challenges to teachers now that were not there efore% maye due to the changes in our society. ' notice that there are more students now per classroom. The average class sie has increased through the years. There are new s!ills that you need to have such as !nowing how to use the computer and the 'nternet. 5ou may also need to !now how to use an overhead pro6ector and even an 7C to ma!e your lessons more more interesting interesting.. These These technolog technologies ies were not availale availale to us then. Aside Aside from that% you should should e ready to answer more 9uestions from students who get more and more in9uisitive each year. ' notice% too% that parents get more involved with their children. 3ose% schools today are very different from the schools twenty years ago. "tudy these new challenges and learn to adapt to them. These will ma!e you a etter teacher. ' wish you only the est and hope that you will e happy in your chosen career. ' will pray for your success. 7ove% 5our Mother  *o you agree with the obser!ations made by 3rs. "ru/ in her letter< (re these obser!ations also true in your country< +hat are the implications of these obser!ations to you as a principal< 'f classrooms generally ha!e more students now than there were twenty years ago, would it make your =ob more or less difficult< 'n what ways< ?eflect on your answer before proceeding. proceeding.

 The observations observations of 2rs# Cru' Cru' are reall* reall* true in the 7hilippine 7hilippine settin!#  The new skills learned such as usin! multi-media instruction instruction computer-aided computer-aided instruction in the class will make the lessons lessons more excitin! excitin! and motivatin motivatin! ! since since our pupils pupils now are more more exposed exposed to information technolo!*# $s a principal we should be aware and be alert to the fast-chan!in! world and be better-e,uipped better-e,uipped for such chan!es# 8e should strive hard to be knowled!eable to catch up with the present situation# 9tudents are ,uite di"erent now as compared to the students twent* *ears back# $ childs exposure exposure to the internet poses a threat as well as a challen!e challen!e to teachers# 0n order to cope with this we must be a!!ressive and keep up in the hope of becomin! !loball* competitive#

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head $ teacher should be able to devise plans to ensure that more students are en!a!ed in the classroom even in the presence of modern technolo!*# $nother possibilit* is to harness information technolo!* to work for the teachers purpose#

Let's Try This (Activity 1.2) )eing a school principal is indeed a demanding =ob. -eople ha!e a lot of expectations from you. *o you ha!e an idea of what these expectations are< 'magine that you are a parent, what would you expect your children;s principal to be able to do< Csing short phrases, write your answers below. (s a parent, my expectations of a school principal are the following: 1. 2. &. 6. 7.

The teachers, too, expect something from a principal. 'magine that you are one of them. +hat would you expect< (s a teacher, my expectations of a school principal are the following: 1. 2. &. 6. 7.

ow think of yourself as a student. +hat would you expect of your principal< (s a student, my expectations of a school principal are the following: 1. 2. &. 6. 7.

ow about community stakeholders like go!ernment officials, ministry of education officials or district super!isors< (s a community sta&eholder, my expectations of a school principal are the following: 1. 2. &. 6. 7.

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head ?e!iew your answers. (re they the same for each group of people or are they different< +hat could be the reasons for these differences< +hat ha!e you learned from this acti!ity<

Let's tudy '(st Century )*pectations (t the turn of the century, the demand for worldDclass graduates who would be globally competiti!e became more pronounced. 5i!ien tewart $2BB9%, in her article )ecoming "iti/ens of the +orld, pointed out that the new skills set that students will need goes well beyond the basics and math, science and technology. he says that these skills are necessary, but to be successful global citi/ens, workers and leaders, students will need to be knowledgeable about the world, be able to communicate in languages other than English, and be informed and acti!e citi/ens.

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head There is, therefore, a need for schools to be able to prepare students adequately for these challenges. Toward this end, principals; roles were redefined. Three ma=or themes emerged $3cEwan, 2BB&%: 1.

The focus of the principalship must be shifted from management to instructional leadership.

2.

'nstructional leadership is essential to de!eloping and sustaining excellent schools.

&.

There is a shortage of trained administrators who are capable of handling the demands of instructional leadership.

'n a time of intense competition between and within societies, intellectual capital, the most critical resource in any country today, becomes more and more important. (n educated nation is a producti!e nation. The de!elopment of a country;s brain power greatly determines how far its progress would be. "ountries that perform best in educating their children are most likely to en=oy the highest le!els of economic success. chools are mandated by society to create an intellectually strong populace. They are strategically positioned to pro!ide the foundation for de!eloping minds. 4ou, as the school head, play an important role in achie!ing this.

!echnology Leadership 'n addition, the need for another kind of leadership has surfaced. (s countries rush towards industriali/ation and informationDbased knowledge economies, go!ernments, employers and ci!ic organi/ations clamor for better quality, more rele!ant and responsi!e education that prepares students for work and life. Technological ad!ances in the 21st century such as computers, information technology, impro!ed communication access, and other new technologies require students to de!elop new skills and knowledge to become technologically literate, and for teachers to use new technologies as instructional tools to impro!e student learning. Aor this to take place, principals and teachers must, of course, become technologically literate as well. 'n this regard, school heads are expected to exercise technology leadership. -rincipals need to learn how to plan, promote and manage the use of technology in schools. (s a school head, what can you do with your teachers to maximi/e the use of new technologies in the classroom< (s a technology leader, how might you help your teachers best integrate technology in the teachinglearning process< ow can you make use of technology tools such as computers and other information and communication technologies to impro!e the management and administration of your school< These questions are explored in more depth in another E(?TE" eF"E course known as TE"eF"E $Technology Excellence for chool eadership in outheast (sia%. Aor now, howe!er, spend a few moments to reflect on how you might better exercise technology leadership in your school. +rite your ideas on the space below and share them with your teachers, coDlearners and Alexible earning Tutor.

9ince there is a rapid chan!e in technolo!* which calls for a need for us to incorporate technolo!* in the classroom we school heads should keep an open mind# &et us not see technolo!* as a barrier but rather as a tool in makin! the teachin!-learnin! process more successful# 0n the operations of the school information technolo!* can be deemed as a partner in makin! +le-keepin! preparation of  reports and other activities more s*stematic# 0nternet connection will also allow us to expand our world because it opens the window to more information#

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head

Let's Thin! A"out This 3r. Geang is a principal in a primary school in "ambodia. e has been a principal for 2B years. is teachers greatly admire his management of the school. )elow are some comments that re!eal why 3 r. Geang is !iewed as an effecti!e principal by his teachers and other members of his school: •

Mr. ;eang is an effective principal ecause he ma!es sure that the necessary paper wor! is in order so we receive our salaries on time from central government.2  $3rs. ga, a rade & teacher%

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head

•

/Mr. ;eang ma!es sure that we have ade9uate supplies such as paper% pens% chal! and oo!s.2  $3iss 5in, a rade 6 teacher%

•

/Mr. ;eang supervises the student teachers in his school. e devotes time for us. e oserves our performance in class and teaches us how to ma!e improvements2. $3r. Tran, a student teacher%

•

/' li!e Mr. ;eang ecause he spea!s very well. e gives good speeches during school  programs. e ma!es sure that he is well understood during meetings2. $3r. ong!an, the school librarian%

•

/Mr. ;eang is a good principal ecause he is always there. e regularly chec!s teachers1  performance. 'n (ietnam there are aout --%@8+ primary schools? p. 22. /&ducation content must e su6ected to government control% including regulations and rules% eaminations% degrees and certificates as well as teacher1s standards2  p. 2&&. /Buality and effectiveness of education and training is low% oth in terms of !nowledge and methodology% especially regarding practical aility and application2  p. 2&8. The (sian *e!elopment )ank $in "hapman and (dams, 2BB2% also noted the following findings in 5ietnam: •

-oorly furnished and equipped schools

•

'nsufficiently rele!ant curriculum

•

ack of textbooks

•

-oor assessment systems

•

'nsufficient teacher training

•

Teachers unaware of new teaching methods

The abo!e obser!ations pro!ide information that suggests the need to create changes in what is taught and how instruction is deli!ered in some schools in 5ietnam. Teachers and principals are limited by generally low wages, lack of textbooks and school personnel and poor educational infrastructure. i!en these realities, ob!iously, the role of a principal in practicing instructional leadership is limited. Therefore, like an army general rising to a challenge, the 5ietnamese school head must think of creati!e and inno!ati!e ways to achie!e instructional goals, gi!en the lack of resources and other realities. 'n "ambodia, similar problems are encountered. (ccording to the -rogramme 3anagement and 3onitoring Cnit under the -lanning *epartment of the 3inistry of Education, 4outh and ports of "ambodia $2BBB%, the country;s educational system is stressed by low educational financing. (side from this,

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head •

There is a high pupilDtoDteacher ratio of about 6B to 8B pupils per teacher.

•

There is gender disparity in education obser!ed. Aemale students are underDrepresented at all le!els as compared to males $p. 91%.

The (sian *e!elopment )ank $in "hapman and (dams, 2BB2% also reports that in "ambodia, •

There is a need to impro!e the quality of the teaching work force in order to enhance learning achie!ement, and

•

There is a need to enhance school impro!ement plans and the capability of principals to assess school quality $p. 1B@%.

+hat are your personal obser!ations< (re there similarities between "ambodia and 5ietnam with regard to the educational challenges they face< *o you ha!e anything more to add< +rite your ideas on the space below.  The diculties in ?ietnam and Cambodia are ver* much related# 0n the 7hilippines the diculties and challen!es are similar# 0t appears that our countr*s educational diculties are common to third world countries# The same (*) report $in "hapman and (dams, 2BB2% said that in ao -*?, the critical requirement is to impro!e educational quality as conditions of low quality exist $p. 7%. There are inappropriate curricula and teaching methods. Textbooks are scarce or nonexistent in many schools. There is low access to instructional materials. ome teachers are not !ery well qualified for their =obs. There is also an absence of a system for teacher upgrading and professional support. There is low teacher effecti!eness in the classroom as about 6H of teachers are not formally trained for instruction. The usual 1B hours per week of instruction gi!en to students is insufficient. There are deteriorating educational facilities. 'n ao -*?, /ma6or educational priorities include improving primary school performance y increasing internal efficiency of primary schools. This is to e achieved through improved school practices% such as improving teacher 9uality% instructional materials and school management% especially improving the capacity of school principals to assist teacher development% supervise teacher performance and enhance school community relations/ $3itaray, 2BBB%. (re these obser!ations also true in your country< The -hilippines, another outheast (sian country, shares similar concerns in the deli!ery of education. The (*) study $"hapman and (dams, 2BB2% mentions the following educational concerns $p. &%: •

'nadequate teacher inDser!ice training,

•

ow teacher salaries,

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head •

3isallocation of teachers, i.e., teachers not teaching their speciali/ation

(side from this, there was also a note on low achie!ement of learners. This is a recurring theme. The -hilippine *epartment of Education has adopted a number of educational initiati!es to address the need to raise the quality of educational outcomes in the -hilippine schools.

Let's Try this (Activity 1.$) 'f you were asked to contribute your ideas on the challenges facing many outheast (sian schools, what would you say< +hat suggestions would you make to impro!e the situation< +rite your answers on the space pro!ided.  The law stipulates that education should be !iven the bi!!est share in the countr*s bud!et# 0f  onl* this was trul* ensured and that such bud!et is used solel* for the needs of schools in the countr* then perhaps less of these diculties will be met b* our teachers and pupils#

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head

Let%s Try This (Activity 1.&) +hat do you think are the common problems of schools in most countries in outheast (sia< 3ake a list of these common educational concerns on the space below. # /# 1# 3# 4# 5#

&ack of classrooms &ack of textbooks &ack of teachers 9ome teachers are not !iven enou!h trainin! to improve their teachin! competencies# 9ome teachers and school heads are not open to chan!e# 9ome pupils drop out of school and therefore never complete their schoolin!#

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head

Let's tudy !he School +ead as C), +hat can we learn from a corporate "hief Executi!e #fficer $"E#%< *o you know what a "E# does< ?ead on to find out. 'n the business world, senior officers of the company carry prestigious titles that define their functions. Aor instance, there is the "## or "hief #perations #fficer, the "A# or "hief Ainance #fficer, and the "# or "hief earning #fficer. (t the helm, of course, is the "E#, pro!iding the o!erall !isionary leadership. ome companies bestow on one person the functions of a -resident as well as a "E#. This means that this person manages and leads at the same time. (s -resident, this manager makes sure e!erything is done right and that the organi/ation is running smoothly. (s "E#, this leader makes sure the organi/ation is doing the right thing, and that it is working towards its strategic goals, dri!en by its mission and !ision. 't is the "E# that looks at the big picture. 3uch of this talk about the positi!e relationship between organi/ational success and the "E# stems from the extraordinary thoughts and exemplary leadership style of 0 ack +elch, former "E# of eneral Electric $Grames, 0., 2BB2%. is notion of leadership made him legendary as a "E#. e belie!es that Ithe genuine leader is someone who can express a !ision and then get people to carry it out.J is ad!ice is to create a !ision and then ignite the organi/ation to make this !ision a reality. There are four competencies that a leader needs to de!elop as a "E#: 1.

Aorming a !ision which pro!ides people with a bridge to the futureK

2.

i!ing meaning to that !ision through communicationK

&.

)uilding trust, Ithe lubrication that makes it possible for an organi/ation to work,J and

6.

earching for selfDknowledge and selfDregard.

The business of a school is to pro!ide quality education. The school head;s primary responsibility is to keep the school on track. This is in terms of the many concerns that the school has to consider. Aor instance, for a school to sur!i!e, it must raise enough funds, whether from go!ernment support or other source, to pay for salaries, and wages, maintenance and operating expenses, and capital outlay. +ithout financial soundness, a school is destined to face difficulties. This makes the role of a principal, the head of the school, much like that of a "E#. ike a "E# efficiently running a company or business establishment, a principal needs to think about many things, finances, personnel, deli!ery of quality ser!ice, good business reputation and e!en maintaining a loyal client base. +hat keeps things together is the instructional leadership that the principal is expected to demonstrate. 'n!ite a colleague $another school head% to discuss with you the similarities and differences between the corporate world and the education sector. Talk about being "E#. +hat is your !ision< +here do you want to bring your school< ow do you raise the bar of student achie!ement< +rite your ideas on the space below.

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head

0 would like to propel m* school towards academic excellence# 0 would like to see our pupils succeed as productive citi'ens with @od-laden values# 0 would like m* teachers to deliver education in the wa* that will e,uip our pupils# 0 would want to see m* school to excel in academic and nonacademic activities where parents and other stakeholders share in the same vision of providin! worldclass education#

Let's Thin! A"out This

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head

Critical Incident Miss omero is the principal of an elementary school in a low income community in the southern part of the Philippines. "he noted that almost daily% half of the Drade E class failed to report to school. "he was othered y this so she tal!ed to the teacher to find out why. The teacher informed her that since the students came from the poorest of  poor families% they would often s!ip school ecause of a very simple reason% they were too hungry to e ale to learn. Miss omero tried to as! for funds from local officials to provide her school with a feeding  program for the poor pupils ut she was flatly turned down for lac! of funds. This% however% did not dampen her spirit. "he was determined to ring ac! the children to school. "o she called a meeting of important people and usinessmen in her town. $o one wanted to give away food or materials for nothing. "he thought of a great idea. ow aout as!ing the parents of the children to wor! for food "he was ale to convince the usinessmen and the children1s parents to cooperate with her in the plan. &ach of the usinessmen was to /adopt2 three children for the school1s feeding program. They would provide food or cash enough to feed each child every wee!. 'n echange% the children1s  parents were to wor! for them for five hours every wee!end% washing clothes% doing carpentry wor! or cleaning their house. 't was a win,win situation. The children went ac! to school and the  parents learned new s!ills. The usinessmen also had etra manpower during wee!ends. After three years% all those in the food,for,wor!  program% the G0 pupils who were too hungry to go to school% graduated.

+as -rincipal ?omero an effecti!e school head< +hat characteristic did she demonstrate in sol!ing a seemingly insurmountable challenge< +hat did you learn from her< ow can you apply this in your own school< +rite your thoughts on the space pro!ided.   (dams, 2BB2% are listed below: 1.

"hange span of control and lessen load of school heads.

2.

trengthen hori/ontal linkages by =oining a network of schools in your locale.

&.

Train principals to assume greater initiati!es.

6. -ro!ide adequate time. 7.

3obili/e community resources, de!elop schoolDcommunity linkages and put communityD oriented education into practice.

This list is by no means complete. +hat you can do to achie!e instructional leadership is determined by local conditions. Cse your EL and be creati!e. 'f you do so, you may already be on your way towards achie!ing your school;s instructional goals through the effecti!e practice of instructional leadership.

ow uch ave You Learned? To find out how much you ha!e learned from this lesson, try and answer the questions below. 1.

Explain why different stakeholders expect different things from school heads. "takeholder groups like teachers, parents, students and education o'cials have dierent needs and ob!ectives. This e(plains the dierence in their e(pectations of their school heads.

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head 2.

+hy is the principal like a "E# of a company<  )s a school is also an organi%ation run by a manager$leader, the principal is likened to a #*+ who  provides visionary leadership that will bring the organi%ation where it would like to be also referred to as the preferred future-.

&.

+hich are the characteristics of an instructional leader< $click on the box for your answers.% a. ( resource pro!ider

b. ( clinical super!isor

c. (n instructional coach

d. (n effecti!e communicator

e. ( discipline enforcer

f. ( !isible presence in the school

6.

ame fi!e emerging issues in the next decade for outheast (sian schools. #

Aeduced drop-out rates and completion of basic education

/#

$de,uate school facilities

1#

8ell-trained teachers

3#

8ell-developed curriculum

4#

(etter teacher incentives

Let's tudy

Module 1

 Affirm the Instructional Leadership Roles and Functions of a School Head ?ead the critical incident below and find out whether -rincipal ?oberts is an effecti!e instructional leader.

Critical Incident  Adapted

rom Farris (001 p.'234

7eslie oerts is a principal in Coo!esville% Tennessee. 7i!e other school heads% she was concerned with the learning pace of the students. "he oserved that children who were seldom read to at home% or who rarely read oo!s themselves% are at a ma6or disadvantage in learning to write. "he noted that poor readers and even some average readers in Drades - to E tended to have troule writing. They have limited or aw!ward vocaulary and sentence structure. To assist students in improving their writing% Principal oerts went into the classroom and developed procedures for using sentence epansion with primary grade students. "he created sentence stems% the eginning three or four words of a sentence% using words from the studentHs content area tetoo!s or trade oo!s that they were reading. The sentence stems were then written on the oard for the students to respond to and discuss. "tudents repeated the sentences orally to provide reinforcement. The students then individually wrote  paragraphs incorporating the sentence stems. 4y the end of the year% their writing reflected much improvement over their initial efforts.

Let's Thin! A"out This )ased on the critical incident, would you say that -rincipal ?oberts is an effecti!e instructional leader< +hat makes you say so< +hat characteristics did she show that indicate that she promotes quality education in her school< +ould you like to ha!e her in your team< +hy< +rite your ideas on the space below.