The overlapping similarities of instructional supervision and school leadership, and the desired standards.

The overlapping similarities of instructional supervision and school leadership, and the desired standards       

There were 6 standards that need to be followed by those 2 concepts. All of the standards would be discuss below:

Standard I

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. It means that the school administrator should be the agent for success for all of their students in their schools. They should make sure that all the activities conduct by schools should be supported by all of the school citizens. In doing this the school administrator should have better knowledge and understanding in the learning goals, principles of developing and implementing strategic plans, systems theory, information sources, data collection and data analysis strategy. The administrator should be able to communicate well and in an effective ways, and in the same time they should know how to negotiate well with their staffs and all of the school members. The school administrator should be responsible to provides educability of all. They should responsible in the process of school improvement and make sure that all of the school members was included in that process. He must make sure that all of his students would have the required knowledge, skills and values that was needed to become successful adults.

As a school administrator, they should have a willingness to continuously examine one’s own assumptions, beliefs and practices. They should do their works in high levels of personal and organization performance. As a result, the school administrator should notice that the vision and mission of the schools were effectively communicated to all of the school members. Those vision and mission were communicated through all the media that can be used either as a symbols, ceremonies, stories and similar activities. The core beliefs of the school vision are modeled for all the stakeholders. In a same time, the vision and mission is communicated to all the stakeholders of the schools. To appreciate the works of all the workers in achieving the vision and mission of the schools, the school administrators should recognize and celebrated it. As a result, all of the stakeholders would work together on their way to achieve their vision and mission. In improving their performance, all of assessment data related to student learning will be used to develop the school vision and mission. In a same time, the relevant demographic data pertaining to students and their families are used in developing the school mission and mission. In the same time, all the barriers to achieve their visions should be identified, clarified and addressed. By using this data, needed resources should be identified and bring into the school so that the school goals can be achieved. Meanwhile, the existing resources in the school should be used in support of the school vision and goals. In the same time, the vision, mission, and implementation plans are regularly monitored, evaluated, and revised.

Standard 2

In this standard, a school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. To do this, the administrators should has knowledge and understanding of their student growth and development. Besides that, they should know how to applied learning theories and motivational theories that they know into a real world. They should also have knowledge on curriculum design, implementation, evaluation, and refinement. Principles of effective instruction should also be in their finger tips so that they can build measurement, evaluation, and assessment strategies. They should also have an appropriate knowledge on diversity and its meaning for educational programs. As an administrator they should also have some knowledge on adult learning and professional development models. The change process for systems, organizations, and individuals should also be in their minds. In the same time, they should know  the role of technology in promoting student learning and professional growth. School cultures should also be identified. With this knowledge, the administrator believes in, values, and is committed to student learning as the fundamental purpose of schooling. Besides that, the school administrator should also give their commitment in below aspects:

a.           The proposition that all students can learn

b.          The variety of ways in which students can learn

c.           Lifelong learning for self and others

d.          Professional development as an integral part of school improvement

e.           The benefits that diversity brings to the school community

f.           A safe and supportive learning environment

g.          Preparing students to be contributing members of society

With the knowledge and the commitments that have been listed above, the administrator should involve in all the activities that would ensure on:

a.           All individuals are treated with fairness, dignity, and respect

b.          Professional development promotes a focus on student learning consistent with the school vision and goals

c.           Students and staff feel valued and important

d.          The responsibilities and contributions of each individual are acknowledged

e.           Barriers to student learning are identified, clarified, and addressed

f.           Diversity is considered in developing learning experiences

g.          Life long learning is encouraged and modeled

h.          There is a culture of high expectations for self, student, and staff performance

i.            Technologies are used in teaching and learning

j.            Student and staff accomplishments are recognized and celebrated

k.          Multiple opportunities to learn are available to all students

l.            The school is organized and aligned for success

m.        Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies

n.          The school culture and climate are assessed on a regular basis

o.          A variety of sources of information is used to make decisions

p.          Student learning is assessed using a variety of techniques

q.          Multiple sources of information regarding performance are used by staff and students

r.           A variety of supervisory and evaluation models is employed

s.           Pupil personnel programs are developed to meet  the needs of students and their families

Standard 3

In this standard, a school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. To do this, the administrator should have an appropriate knowledge on all the theories and models of organization and the principles of organizational development. They should also know on the operational procedures at the school and district level. The principles and issues relating to school safety and security should also been identified. Besides that, as an administrator they should know on how to manage their human resources and its development. The principles and issues relating to fiscal operations of school management, school facilities and use of space should also be studied by the administrators. They should also have a proper knowledge on all the legal issues that can leave an impact to school operations. Again, they should have a proper knowledge on the current technologies that support management functions. Then the administrator should believes in, values, and is committed to:

a.           Making management decisions to enhance learning and teaching

b.          Taking risks to improve schools

c.           Trusting people and their judgments

d.          Accepting responsibility

e.           High-quality standards, expectation, and  performances

f.           Involving stakeholders in management processes

g.          A safe environment

By having those knowledge and commitment, now, the administrator should facilitates processes and engages in activities ensuring that:

a.           Knowledge of learning, teaching, and student development is used to inform management decisions

b.          Operational procedures are designed and managed to maximize opportunities for successful learning

c.           Emerging trends are recognized, studied, and applied as appropriate

d.          Operational plans and procedures to achieve the vision and goals of the school are in place

e.           Collective bargaining and other contractual agreements related to the school are effectively managed

f.           The school plant, equipment, and support systems operate safely, efficiently, and effectively

g.          Time is managed to maximize attainment of organizational goals

h.          Potential problems and opportunities are identified

i.            Problems are confronted and resolved in a timely manner

j.            Financial, human, and material resources are aligned to the goals of schools

k.          The school acts entrepreneurially to support continuous improvement

l.            Organizational systems are regularly monitored and modified as needed

m.        Stakeholders are involved in decisions affecting schools

n.          Responsibility is shared to maximize ownership and accountability

o.          Effective problem-framing and problem-solving skills are used

p.          Effective conflict resolution skills are used

q.          Effective group-process and consensus-building skills are used

r.           Effective communication skills are used

s.           A safe, clean, and aesthetically pleasing school environment is created and maintained

t.            Human resource functions support the attainment of school goals

u.          Confidentiality and privacy of school records are maintained

Standard 4

In standard number four, a school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. They should have a proper knowledge and understanding in an emerging issues and trends that potentially impact the school community. The conditions and dynamics of the diverse school community should also be determined. Community resources, relations and marketing strategies and processes should also be identified. The administrators should also determine the successful models of school, family, business, community, government and higher education partnerships and try to adapt it with their school. With this knowledge, the administrators should give their commitment to:

a.           Schools operating as an integral part of the larger community

b.          Collaboration and communication with families

c.           Involvement of families and other stakeholders in school decision-making processes

d.          The proposition that diversity enriches the school

e.           Families as partners in the education of their children

f.           The proposition that families have the best interest of their children in mind

g.          Resources of the family and community needing to be brought to bear on the education of students

h.          An informed public

Now, the administrator should facilitates processes and engages in activities ensuring that:

a.           High visibility, active involvement, and communication with the larger community is a priority

b.          Relationship with community leaders are identified and nurtured

c.           Information about family and community concerns, expectations, and needs is used regularly

d.          There is outreach to different business, religious, political, and service agencies and organizations

e.           Credence is given to individuals and groups whose values and opinions may conflict

f.           The school and community serve one another as resources

g.          Available community resources are secured to help the school solve problems and achieve goals

h.          Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

i.            Community youth family services are integrated with school programs

j.            Community stakeholders are treated equitably

k.          Diversity is recognized and valued

l.            Effective media relations are developed and maintained

m.        A comprehensive program of community relations is established

n.          Public resources and funds are used appropriately and wisely

o.          Community collaboration is modeled for staff

p.          Opportunities for staff to develop collaborative skills are provided

Standard 5

In standard number 5, a school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. To fulfill this standard, the administrator should have a proper knowledge and understanding of the purpose of education and the role of leadership in modern society. They should know various ethical frameworks and perspective on ethics. The values of the diverse school community should also bear in their mind. Besides that, the professional codes of ethics should also be in their finger tips together with the philosophy and history of education. By having those types of knowledge, the administrators believe in, values, and will be committed to:

a.           The ideal of the common good

b.          The principles in the bill of rights

c.           The right of every student to a free, quality education

d.          Bringing ethical principles to the decision-making process

e.           Subordinating one’s own interesting to the good of the school community

f.           Accepting  the consequences for upholding one’s principles and actions

g.          Using the influence of one’s office constructively and productively in the service of all students and their families

h.          Development of a caring school community

In the same time the administrator should actively engaged with:

a.           Examines personal and professional values

b.          Demonstrates a personal and professional code of ethics

c.           Demonstrates a values, beliefs, and attitudes that inspire others to higher levels of performance

d.          Serves as a role model

e.           Accepts responsibility for school operations

f.           Considers the impact of one’s administrative practices on others

g.          Uses the influence of the office to enhance the educational program rather than for personal gain

h.          Treats people fairly, equitably, and with dignity and respect

i.            Protects the rights and confidentiality of students and staff

j.            Demonstrates appreciation for and sensitivity to the diversity in the school community

k.          Recognizes and respects the legitimate authority of others

l.            Examines and considers the prevailing values of the diverse school community

m.        Experts that others in the school community will demonstrate integrity and exercise ethical behavior

n.          Opens the school to public scrutiny

o.          Fulfills legal and contractual obligations

p.          Applies laws and procedures fairly, wisely, and considerately

Standard 6

A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. In this final standard, a school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. They should also know the role of public education in developing and renewing a democratic society and an economically productive nation. As an administrators they should know about all the law as related to education and schooling. Besides that, they should know on the political, social, cultural and economic systems and processes that impact schools.

All of the models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling should also a compulsory for them to be an administrator. Global issues and forces affecting teaching and learning together with the dynamics of policy development and advocacy under our democratic political system should also be studied and the importance of diversity and equity in a democratic society should also be in their minds as an administrators. By having those knowledge, the administrator should believes in, values, and is committed to:

a.           Education as a key to opportunity and social mobility

b.          Recognizing a variety of ideas, values, and cultures

c.           Importance of a continuing dialogue with other decision makers affecting education

d.          Actively participating in the political and policy-making context in the service of education

e.           Using legal systems to protect student rights and improve student opportunities

As a result, the administrator facilitates processes and engages in activities that can ensure that:

a.           The environment in which schools operate is influenced on behalf of students and their families

b.          Communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate

c.           There is ongoing dialogue with representatives of diverse community groups

d.          The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities

e.           Public policy is shaped to provide quality education for students

f.           Lines of communication are developed with decision makers outside the school community

Supervision for Instructional Improvement

Administrators play a pivotal role in defining the education received at their schools. They are continuously making decisions on a daily basis that determine the quality of instruction students are receiving. Instructional leaders across America face many challenges in today’s society where resources are short, expectations high and adjustment to technology is crucial (Bondi & Miles, 2008). While faced with numerous challenges, there are tools administrators can use to improve student instruction while maintaining an academic environment conducive to learning.  According to Glickman, Gordon, and Ross-Gordon (2007), there are five essential tasks administrators must implement into their schools for improved instruction. These tasks include direct assistance, group development, professional development, curriculum development and action research. Prerequisite skills for performing these tasks successfully involve being knowledgeable about school and personnel, having effective interpersonal skills, and technical skills.

Direct Assistance occurs when an administrator effectively provides feedback one-to-one to a teacher. It is necessary for instructional improvement by providing feedback to teachers by  making sure they are not feeling isolated and are an essential part of a team oriented staff (Glickman, Gordon, & Ross-Gordon, 2007). Direct assistance can be carried out effectively by conducting clinical supervision in a way that is goal oriented and provides support and a commitment to improvement. Administrators must be able to provide teachers with a preconference, observation, conference, and post conference as well as study the effectiveness of this method (Glickman, Gordon, Ross-Gordon, 2007). It is essential that administrators keep in mind the personalities of the individuals involved and their developmental levels. Successful administrators are able to take clinical supervision and allow for developmental supervision which involves peer coaching, demonstration teaching, assisting with materials and resources, and problem solving (Glickman, Gordon, & Ross-Gordon, 2007). Issues that may arise with clinical supervision include the lack of trust between teacher and supervisor, poor management of time and lack of consistency. To avoid this from occurring, the administrator needs to make sure the teacher understands that clinical supervision is not a judgment regarding their teaching, but a way to help them grow through guidance. Scheduling and availability are often issues faced by administrators when providing direct assistance. Effective planning and scheduling are essential tools for an administrator to use to prevent these issues from occurring (Salida, 1997).

Group development provides meetings where groups of teachers can work together to problem solve. It is necessary for instructional improvement due to the ability of the group to come together and discuss what is working and what needs improvement. By working together and brainstorming solutions, instruction will improve and student learning will be enhanced. Group development can be carried out successfully when the administrator is able to understand the dimensions of the group, handle dysfunction in the group, determine the correct leadership style after analyzing of the group, and apply developmental supervision (Glickman, Gordon, Ross-Gordon, 2007).

According to Pike, Lynch, and Harmon (2000), group activity evokes different efforts from teachers at different levels. This allows for more successful teachers to share ideas with less successful teachers whose practices may not be aligned with state standards. Group work enhances the knowledge of teachers at different developmental levels by the collaboration of ideas, regardless of experience or accomplishments, which initiates cohesiveness and creates a team amongst educators. Issues that may occur with group development involve domination of a certain member or a timid individual not feeling comfortable to speak up. To create an environment of trust, an administrator must build rapport with teachers and encourage them to communicate their ideas to the group. It is the administrators responsibility to allow everyone in the group to have a voice and feel as they are important in the decision making process.

Professional development provides learning opportunities for instructional improvement to teachers (Glickman, Gordon, Ross-Gordon, 2007). To have successful schools, educators must be knowledgeable about the content they are teaching as well as all the other responsibilities bestowed upon them as educators of society. To ensure teachers are receiving up to date information regarding teaching, administrators must make sure they are providing professional development opportunities to each educator. Professional development is necessary for instructional improvement based on the knowledge of the educators who are teaching the standards to students. Professional development can be implemented effectively by the administrator by studying the characteristics of successful professional development programs and implementing these characteristics into their program. Characteristics of successful professional development programs include the involvement of staff members in planning, implementing and evaluating the program, integration of school, group and individuals goals as well as long range planning (Glickman, Gordon, Ross-Gordon, 2007).

Administrators must keep up with new integrative ways of providing professional development such as beginning teacher assistance programs, mentor programs, skill development programs, and partnerships. With a rapidly changing society, professional development will continue to change. It is the administrator’s responsibility to research the most successful professional development programs that meets the needs of the teachers at his or her school. According to the American Federation of Teachers (2008), professional development should be rooted in and reflect the best available research and be aligned with the standards and curriculum teacher’s use. Issues that may arise with the task of providing effective professional development to teachers would be keeping up with the continuous changing of professional development and avoiding the one time speakers that provide disinterest among staff members. Administrators need to make sure professional development is a comprehensive plan that relates to school goals.

Curriculum development involves the administrator providing opportunities for changes in curriculum and materials to improve instruction and learning. It is necessary for instructional improvement due to the need for enhancing collective thinking about instruction (Glickman, Gordon & Ross-Gordon, 2007). In a time with high stake tests and accountability, administrators must provide guidance to teachers when making decisions regarding curriculum. Since many states have mandated standards, it is essential for administrators to effectively carry out curriculum development by understanding educational philosophies and student development.

Blooms Taxonomy is a great tool for curriculum development that can be implemented into the curriculum which allows for higher order thinking skills to evolve. Administrators need to be able to help teachers effectively organize and format curriculum which can be done by pacing guides, transdisciplinary and interdisciplinary models (Glickman, Gordon & Ross-Gordon, 2007). Issues that arise regarding curriculum development are the diverse levels of teacher involvement in curriculum development and the challenge of matching curriculum development with teacher development. Administrators must analyze staff member’s commitment, thinking and expertise in this area in order to match them with curriculum responsibilities (Glickman, Gordon, Ross-Gordon).

Action research allows teachers to evaluate their own thinking and teaching which allows for improvements in instruction. Action research is necessary for instructional improvement due to the importance of teachers being able to study their own teaching styles and results to improve their teaching methods, which in turn improves student learning. Action research is effectively implemented by selecting a focus area which is in need of improvement, gathering data on the area, forming an action plan, implementing the plan and then analyzing the process (Glickman, Gordon, Ross-Gordon). Issues concerning action research include the administrators challenge to get teachers involved in this inquiry process and helping them manage their time to implement this into their daily hectic schedules. Solutions for these issues include effectively communicating the purpose and steps of action research to teachers and also being able to implement alternative approaches.

In conclusion, administrators in today’s society need to be able to implement these five essential tasks of supervision effectively. It is important that administrators take the time to build rapport with teachers and provide feedback which will help them grow as educators as well as gather groups that can successfully meet and problem solve to improve instruction. Administrators need to be actively seeking out the most effective professional development programs to meet the needs of their school and help teachers with curriculum development as well as action research. If administrators can successfully implement these supervisory tasks, the chances for instructional improvement in their school will greatly increase.

Disregard of the process of instruction and learning

Early production function research focused on the relationship between inputs and outcomes without much attention to the production process. These studies ignored the classroom as the unit of analysis and focused at the level of districts or states.

Disconcerting patterns of inconsistent and often insignificant results forced researchers to study the classroom to estimate the education function in the 1970s. These researchers emphasized the importance of the micro-approach, complete with disaggregated data and a focus on decentralized levels of decision making. However, judging from the review of literature that emerged in the next three decades, the attempts to discover the regularities of the education production process at the classroom level have made little impact on policy making.

The challenge of school leadership

The impact of leadership on optimizing learning outcomes for all students is critical, perhaps second only to teaching as a major school-based influence .While it is increasingly recognized that leadership should be shared among many members of a school community, this does not diminish the importance of a principal’s leadership – in partnership with others. But there can be constraints on a principal’s leadership role and school leadership at all levels, as the following two extracts from a Victorian report show.

Leadership and professional learning

Parents may be most welcome in schools, of course, but more as helpers and fund-raisers rather than as co-learners let alone as school community leaders. “The whole school – all individuals – must get into the change business” (Fullan) but the old problem persists of squandering opportunities for parent participation in school leadership and governance. And “when adults do think of students, they think of them as the potential beneficiaries of change …. They rarely think of students as participants in a process of change and organisational life” (Fullan, 1996: 170).

Parents as team leaders (of high-level teams to set policy directions, not old-style committees!) in a range of areas (e.g., technology, health promotion, and school building design).The largely untapped power of ex-students and parents (e.g., creating small teams and alumni groups in subject areas such as music and science and areas such as civic participation).Mainstreaming student leadership roles (e.g., as peer mediators and student leaders and coaches in areas such as technology, music, and PE) and developing a new student leadership strategy.