INSTRUCTIONAL LEADERSHIP

KEPIMPINAN PENGAJARAN

- Lead schools in a way that places student and adult learning at the center.

- Set high expectation and standards for the academic and social development of all
students and the performance of adults.

- Demand content and instruction that ensure student achievement of agreed-on academic
standard.

- Create a culture of continuous learning for adults tied to student learning and other school
goals.

- Use multiple sources of data as diagnostic tools to assess, identify and apply instructional
improvement.

- Actively engage the community to create shared responsibility for student and school
success.

- sekolah Lead dengan cara yang meletakkan pelajar dan dewasa pembelajaran di pusat itu.

- Tetapkan jangkaan yang tinggi dan standard untuk pembangunan akademik dan sosial semua
pelajar dan prestasi dewasa.

- kandungan Permintaan dan arahan yang memastikan pencapaian pelajar bersetuju-on standard
akademik.

- Buat budaya pembelajaran berterusan untuk dewasa terikat kepada pembelajaran pelajar dan
matlamat sekolah yang lain.

- Gunakan pelbagai sumber data sebagai alat diagnostik untuk menilai, mengenal pasti dan
memohon penambahbaikan pengajaran.

- Secara aktif melibatkan masyarakat untuk mewujudkan tanggungjawab bersama untuk pelajar dan
sekolah kejayaan.

Core Functions of Leadership in Schools Fungsi teras Kepimpinan di Sekolah

- STRATEGIC LEADERSHIP- Promoting vision, mission and goals- and developing the means to
reach them.

- INSTRUCTIONAL LEADERSHIP- Ensuring quality of instruction, modeling teaching practices,

supervising curriculum and ensuring quality of teaching resources.

- MANAGERIAL RESOURCES- Overseeing the operation of the school ( its budget, schedule,
facilities, safety and security, and transportation.)
 - HUMAN RESOURCES LEADERSHIP- Recruiting, hiring, firing, inducting, and mentoring
teachers and administrator,; developing leadership capacity and professional development
opportunities.

- CULTURAL LEADERSHIP- Tending to the symbolic resources of the school ( its traditions,
climate and history)

- MICROPOLITICAL LEADERSHIP- Buffering and mediating internal interest while maximizing

resources. ( financial and human)

- EXTERNAL DEVELOPMENT LEADERSHIP- Representing the school in the community,

developing capital, tending to public relations, recruiting students, buffering and mediating
external interest and advocating for the schools interest.

CHARACTERISTICS OF EFFECTIVE INSTRUCTIONAL LEADERSHIP

1. The principal is seldom seen at the office; He / She is walking about.

2. An annual instructional program is being implemented and monitored periodically by a

committee chaired by a principal.

3. Regular meeting with staff are held. These aim to address problems encountered during
program implementation.

4. The school plan for supervision is prepared cooperatively by the staff and monitored by
the principal.

5. There is an active documentation of instructional practice and materials that teacher

considered worthy of adoption.

Transformational Leaders

Leaders who provide individualized consideration and intellectual stimulation, and who possess
charisma.

Pemimpin transformasi

Pemimpin yang memberi pertimbangan individu dan rangsangan intelektual, dan yang mempunyai
karisma.

Characteristics of Transformational Leaders

Idealized Influence: Provides vision and sense of mission, instills pride, gains respect and trust.

Inspiration: Communicates high expectations, uses symbols to focus efforts, expresses important
purposes in simple ways.
Intellectual Stimulation: Promotes intelligence, rationality, and careful problem solving.

Individualized Consideration: Gives personal attention, treats each employee individually, coaches,
advises.

servant leadership is a philosophy, which fosters caring, empowerment, ethics, trust with
the culture of an organization.

Servant leadership is a practical philosophy which support the idea of serving first and then
leading individuals and institutions.

Servant leaders provide the flexibility to people to do what they do best.

Servant-leadership seeks to involve others in decision making.

The leader can only be successful if they serve those they lead.

Becoming a servant leader begins with the natural feeling that one wants to serve.

Such as person is totally different from one who is leader first.

Followers of a servant leader will grow as individuals, they will become healthier, wiser,
freer and more independent.

There are 10 critical principles to servant leadership

1. Listening

2. Empathy

3. Healing

4. Awareness

5. Persuasion

6. Conceptualization

7. Foresight

8. Stewardship

9. Commitment to the Growth of People

10. Building Community

Instructional Leadership Kepimpinan pengajaran

Instructional leadership is strongly concerned with teaching and learning, including the
professional learning of teachers as well as student growth Southworth (2002).
 Instructional leadership focuses on teaching and learning and on the behaviour of teachers
in working with students.

Leaders influence is targeted at student learning via teachers (Bush and Glover, 2002).

Instructional leadership is a very important dimension because it targets the schools central
activities, teaching and learning.

Instructional Leadership focuses on improving classroom instruction to produce student

achievement gains.

It underestimates other aspects of school life, such as sport, socialisation, student welfare, and self
esteem

Instructional Leaders provide assistance to teachers in their day to day activities,

development of collaborative groups amongst staff, designing effective staff development,
curriculum development, & use of action research.

Instructional leaders define schools mission, manage curriculum and instruction, & promote
a positive school climate .

It puts learning at the centre of everything leaders do. Students learning comes first, then
everyone elses in support of it.

Instructional leaders understand pedagogy, development and maintenance, capacity and its
role in sustaining change, commitment to professional development and managing a
teachers life cycle.

For school improvement to occur, instructional leadership needs to be in existence.

Distributed Leadership

It incorporates the activities and efforts of multiple groups in a school who work at guiding
staff in the instructional change process (Spillane, 2001).

Distributed leadership is about how leadership activities are distributed and the ways in
which this distribution is differentially effective. (*****)

Leadership in school becomes under Distributed Leadership a collaborative endeavour

involving all teachers.(*****)

Distributed leadership is not one committee on which people serve.

Distributed leadership is not one person single handedly reforming a school

Distributed leadership is not a top-down leadership model

Distributed leadership is not possible without building leadership capacity among your
faculty
 Distributed leadership is particularly important in relation to the Instructional aspects of
leadership.

It is the development of Instructional leadership and similar to Transformation Leadership

because both involve mobilizing personnel to take on the tasks of improving instruction.

The ultimate goal of instructional leadership is to enhance student learning, rather than to
change leaders or teachers practices and distributed leadership serves similar purpose.

It encourages communication with teachers and learners.

Common goals:

Building Leadership Capacity

Improving Student Achievement

Enhancing Climate and Culture of the School

Increasing Family and Community Engagement

Shared/team leadership

Team leadership role associated with initiating new ideas, evaluating the teams
effectiveness, seeking to clarify tasks and responsibilities, summarizing facts and
ideas for others, and stimulating others to action.

Team leadership role associated with facilitating others participation, smoothing

conflicts, showing concern for team members needs and feelings, serving as a role
model, and reminding others of standards for team interaction

The team leadership model assists in continuous improvement and helps determine
weaknesses that might need an intervention on the part of a member of the teams shared
leadership structure.

In order to empower team leadership, team leaders should ensure they delegate enough
autonomy and responsibility to all members in their team, involve the team in decision
making, and encourage the team to self-manage its performance to the extent possible.