Instructional
Leadership
PREPARED BY:
ROSELYN A.
“Instructional Leadership encompasses---”
Those actions that a principal takes
Or delegates to others, to promote growth
in student learning (Debevoise; 1984).
It compromises the following tasks:
Defining the purpose of schooling
Setting school-wide goals
Providing resources needed for learning to occur
Supervising and evaluating teachers
Coordinating staff development programs
Creating collegial relationship with and among
teachers.
March 1992 defines Instructional Leadership
“is something specific to a principal. It refers to
anything that school leaders do to improve
teaching and learning in the school. It focuses on
learning and its promotion. This is the reason why
Instructional Leaders are also called Learning
Leaders”.
Instructional
Leader
Instructional Leader
Focus on students and learning
Concerned with impact on student learning
and instructional issues,
Conducting classroom obsevations,
Ensure professional development that
enhances student Learning,
Instructional Leader
Communicating high academic standards, and
Ensuring that all school environments are
conducive to learning.
In general, they improve teaching and learning
in school.
They lead in setting the school vision and
formulating strategies.
Roles of Instructional Leader
They are resource provider.
They are instructional resource.
They provide a visible presence in the
school.
They understand effective practices in
school.
They define school mission.
Roles of Instructional Leader
They understand effective practices in
curriculum, instruction and assessment.
They promote and participate in teacher
learning and development.
4 Essential Skills / Traits of
Instructional Leader
1. Effective use of Resources
2. Communication skills
3. Serving as an instructional
resource
4. Being visible and accessible
Instructional Leadership Model
Hallinger & Murphy’s Model
(1985)
Murphy’s Model (1990)
Weber’s Model (1996)
Simplified Model
Table 1: Elements of Murphy and Hallinger’s (1
Model of Instructional Leadership
Defines the Manages Promotes school
mission instructional climate
program
• Framing • Supervising and • Protecting instructional
school goals evaluating time
• Promoting professional
• Communicati instructions
development
ng school • Coordinating • Maintaining high
goals curriculum visibility
• Monitoring • Providing incentives for
students progress teachers
• Enforcing academic
standards
• Providing incentives for
Table 2: Elements of
Murphy’s (1990)
Developing
mission and
Model
Managing the
educational
of Instructional
Promoting an
academic
Developing a
supportive work
goals Production Leadership
learning climate environment
function
• Framing school • Promoting quality • Establishing • Creating a safe and
goals instruction positive orderly learning
environment
• Communicatin • Supervising and expectations
evaluating and standards • Providing
g school goals oppurtunities for
instruction • Maintaining
• Allocating and meaningful student
high visibility involvement
protecting • Providing
instructional time • Developing staff
incentives for collaboration and
• Coordinating the teachers and cohesion
curriculum
students • Securing outside
• Monitoring student resources in school
• Promoting
progress goals
professional
development • Forging links
between the home
Table 3: Elements of Weber’s
(1996)
Defining Model
Managing
the school’s curriculum and
of Instructional
Promoting
positive
a Observing
and
Assessing
the
mission instruction Leadership
learning improving instructional
climate instruction programs
The The The The The
instruction instructional instructional instructional instructional
al leader leader leader leader leader
collaborati monitors promotes a observes contributes
classroom positive and
vely to the
practice learning improves
develops a alignment with climate by
planning
common instruction designing,
the school’s communicati through the
vision mission ng goals administerin
goals for use of g, and
provides establishing
the school classroom analysis of
resources and expectations,
observation
with support in the and assessment
use of establishing
and
stakeholde s that
Table 4: Elements of
Simplified Model of
Defines and Instructional Leadership
Monitors and provides Promotes school wide
Communicates Shared Feedback on the professional
Goals teaching and learning development
process
This means that the This dimension Encompassed in this
leader works describes the activities dimension are behaviors
collaboratively with staff of an instructional that are consistent with
to define, communicate, leader around the life-long learning. The
and use shared goals of academic curriculum. instructional leader
the school. Goals are These activities include encourages teachers to
used in making being visible throughout learn more about
organizational the school, talking with student achievement
decisions, aligning students, taking with through data analysis,
instructional practice, students and teachers, provides professional
purchasing curricular students, and development
materials, and providing community on academic opportunities that are
targets for progress. performance and aligned to school goals,
Instructional Leadership Behavior
According to Şişman (2004), instructional
leadership behaviors can be defined
as behaviors that administrators exhibit
themselves and that the behaviors they make
others exhibit by influencing
them. Instructional leadership was developed
in relation with school administration and
focuses on instruction (Çelik, 2003)
