What Do You Already Know?
What Do You Already Know?
To
To find out how find out how much you already know about the much you already know about the concepts discussed in this module, concepts discussed in this module, trytry and answer the questions below:
and answer the questions below: 1.
1. ExplaExplain why instin why instructructionaional leaders arl leaders are also calle also called learned learning leading leaders.ers. Instructional leaders are also called learning leaders because they
Instructional leaders are also called learning leaders because they are the primeare the prime movers in their schools, their sound
movers in their schools, their sound practices contribute to the increase inpractices contribute to the increase in performance
performance and level and level and level of and level of mastery of pumastery of pupils in the dpils in the dierent skiierent skills andlls and they also improve the
they also improve the teaching competencies of teachers in the learningteaching competencies of teachers in the learning environment.
environment.
2.
2. i!e four i!e four reasons reasons why a why a school prischool principal functioncipal functions much ns much like a like a "hief Exe"hief Executi!e #fficercuti!e #fficer $"E#% of a company.
$"E#% of a company. The principa
The principal acts as l acts as a chief ea chief executivxecutive oce or CEe oce or CEO becauseO because::
•
• He is the planner and decision-maker;He is the planner and decision-maker; •
• He creates networks with stakeholders;He creates networks with stakeholders; •
• He is the director leader and coordinator at work; andHe is the director leader and coordinator at work; and •
• He assists in the recruitment and trainin! of sta"#He assists in the recruitment and trainin! of sta"#
&.
&. 'denti'dentify the appropfy the appropriate domriate domain to which the follain to which the followinowing tasks of schoog tasks of school heads belonl heads belong.g. Each domain is signified by a specific letter $(,
Each domain is signified by a specific letter $(, ), " and *%. +rite the corresponding), " and *%. +rite the corresponding letter of the appropriate domain on the
letter of the appropriate domain on the box beside each task of a school head.box beside each task of a school head.
A. Instructional A. Instructional supervision
supervision C. School communicationsC. School communications B. Sc
B. Schoohool manl manageagemenmentt D. ScD. Schoohool coml communmunity ity relrelatiationsons "lass
"lass obser!ationsobser!ations #rdering supplies #rdering supplies
(ssessment of student performance (ssessment of student performance iring teachers
iring teachers
)asic record keeping )asic record keeping +riting to alumni +riting to alumni
"oordination with national education officials "oordination with national education officials 'n!ol!ement in -T"(-T( acti!ities
'n!ol!ement in -T"(-T( acti!ities
(ttending meetings of local organi/ations (ttending meetings of local organi/ations
Te
Teacher acher super!isisuper!isionon
0oining community councils 0oining community councils "urriculum planning
"urriculum planning
1
1 amame the the the three ree perpersonsonal stal stylyles oes of prf princincipaipals.ls.
a
a## $$uuttooccrraattiicc b
b## %%eemmooccrraattiicc c
c## &a&aiisssse' e' ffaaiirree
1
1 *es*escricribe be tratransfnsforormatmationional al lealeaderdershiship.p.
(ein! innovative and )exible to chan!es in mana!in! the school in order to achieve (ein! innovative and )exible to chan!es in mana!in! the school in order to achieve maxi
maximum mum perfperformormance are ance are the the some of some of the the ke* in!reke* in!rediendients ts in in trantransforsformatiomationalnal leadership# The leader is also a !ood follower to his subordinates# This allows him to leadership# The leader is also a !ood follower to his subordinates# This allows him to !ain their full
!ain their full trustrust t and con+denand con+dence ce towatowards the rds the commcommon on !oal in !oal in achachievinievin! ! ,ua,ualit*lit* education#
education#
2
2 'n each bo'n each box on the righx on the right, indit, indicatcate whethe whether the lister the listed funced functiotionanactiction deson descricribes abes a LeaderLeader or aor a Manager Manager.. Function/Action Function/Action LLeeaaddeer r oorr Manager Manager Excite people with !ision
Excite people with !ision
*iagnose and influence systems *iagnose and influence systems
"reate a !ision and goals that influence others "reate a !ision and goals that influence others to share that !ision
to share that !ision et the direction et the direction -lan and budget -lan and budget 3oti!ate -eople 3oti!ate -eople
Emphasi/e systems structures and action Emphasi/e systems structures and action "hange organi/ational rules
Te
Teacher acher super!isisuper!isionon
0oining community councils 0oining community councils "urriculum planning
"urriculum planning
1
1 amame the the the three ree perpersonsonal stal stylyles oes of prf princincipaipals.ls.
a
a## $$uuttooccrraattiicc b
b## %%eemmooccrraattiicc c
c## &a&aiisssse' e' ffaaiirree
1
1 *es*escricribe be tratransfnsforormatmationional al lealeaderdershiship.p.
(ein! innovative and )exible to chan!es in mana!in! the school in order to achieve (ein! innovative and )exible to chan!es in mana!in! the school in order to achieve maxi
maximum mum perfperformormance are ance are the the some of some of the the ke* in!reke* in!rediendients ts in in trantransforsformatiomationalnal leadership# The leader is also a !ood follower to his subordinates# This allows him to leadership# The leader is also a !ood follower to his subordinates# This allows him to !ain their full
!ain their full trustrust t and con+denand con+dence ce towatowards the rds the commcommon on !oal in !oal in achachievinievin! ! ,ua,ualit*lit* education#
education#
2
2 'n each bo'n each box on the righx on the right, indit, indicatcate whethe whether the lister the listed funced functiotionanactiction deson descricribes abes a LeaderLeader or aor a Manager Manager.. Function/Action Function/Action LLeeaaddeer r oorr Manager Manager Excite people with !ision
Excite people with !ision
*iagnose and influence systems *iagnose and influence systems
"reate a !ision and goals that influence others "reate a !ision and goals that influence others to share that !ision
to share that !ision et the direction et the direction -lan and budget -lan and budget 3oti!ate -eople 3oti!ate -eople
Emphasi/e systems structures and action Emphasi/e systems structures and action "hange organi/ational rules
&
& amame e the partthe particuicular quallar quality or ity or behbeha!a!ior assoior associaciated with tranted with transfosformrmatiationaonal l lealeaderdershiship p beibeingng described on each blank. The choices are pro!ided below:
described on each blank. The choices are pro!ided below:
I
Iddeeaalliizzeed d iinnlluueennccee IInnssppiirraattiioonnaal l mmoottiivvaattiioonn In
Intetellllecectutual al ststimimululatatioionn IndiIndivividudualalizized ed coconsnsididereratatioionn
a.
a. This is a beha!ior that influencesThis is a beha!ior that influences iinnddii!!iidduuaalls s ttoo !i
!ieew w prproobblelems ms frfrom om a a frfreeshsh p
peerrssppeeccttii!!e e aannd d wwiitthh a new
a new and increased awareness.and increased awareness. b.
b. ThiThis s is is a a behbeha!a!ior that ior that insinspirpireses iinnddii!!iidduuaalls s tto o ffeeeell powerful identification and strong powerful identification and strong emotion
emotion
toward the leader. toward the leader. c.
c. TThhiis s pprroo!!iiddees s ssuuppppoorrt t aanndd e
ennccoouurraaggeemmeennt t ttoo indi!idual members.
indi!idual members. d.
d. ThThis is momodedels ls hihigh gh !a!alulues es as as anan e
exxaammpplle e aanndd in
inclclududes es cocommmmununicicatatioion n of of anan inspiring !ision.
inspiring !ision.
Let's Try This (Activity 1.1)
Let's Try This (Activity 1.1)
'n the spaces below, write the things that'n the spaces below, write the things that you need to do on a you need to do on a typical day in performing your role as atypical 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 school head. 'magine that this is your daily planner. +rite as many tasks as you can. 4ou may use an additional sheet of paper
additional sheet of paper if necessary.if necessary.
!hings I "eed !o Do !oday# !hings I "eed !o Do !oday#
#
# $t$ttentend d the )a! cerethe )a! ceremonmon* * and makand make e sosome imporme importantant t annannououncencemenments i#e#ts i#e# present accomplishments.achievements of pupils and teachers;
present accomplishments.achievements of pupils and teachers; /#
/# 0ns0nspect pect the the ph*ph*sical sical facifacilitilities of es of the sthe schochool;ol; 1#
1# 2oni2onitor the cltor the cleanleanlinesiness and beaus and beauti+cati+cation of the sction of the school !rhool !roundounds;s; 3#
3# CheCheck on ck on schoschool rol reporeports dts due daue dates antes and memd memoranoranda;da; 4#
4# 2ak2ake a de a dail* ail* plan plan on obon observservation ation of cof classelasses;s; 5#
5# EvaEvaluluate ate the the cucurrrricuicular lar and and exextratra-cu-currrricuiculalar r actactivivitiities es ununderdertaktaken en b* b* thethe teachers and pupils; and
6#
6# 2oni2onitor thtor the boae board-rd-work awork and lend lesson psson plan olan of teacf teachershers##
Sample $!o Do% List Sample $!o Do% List
3
3rr. . oohhnng g iis s a a pprriinncciippaal l iin n a a pprriimmaarry y scschhooool l iin n 55iieettnnaamm. . ttuuddy y hhiis s lliisst t oof f things to do below.
things to do below.
!hings I "eed !o Do !oday# !hings I "eed !o Do !oday#
1.
1. Flag raising ceremony 8:00 AM.Flag raising ceremony 8:00 AM.
2.
2. Announce upcoming Announce upcoming visit of district officials.visit of district officials.
&.
&. Meet with the PTCA aout Meet with the PTCA aout the construction of a as!etall court.the construction of a as!etall court.
6.
6. "ign memos to teachers."ign memos to teachers.
7.
7. #serve Miss $gah% &nglish #serve Miss $gah% &nglish '( ):*+,-0:*+ AM.'( ):*+,-0:*+ AM.
8.
8. 'nspect school grounds.'nspect school grounds.
9.
9. Chec! "cience lesson plan of Mrs. uong.Chec! "cience lesson plan of Mrs. uong.
.
. "end out solicitation letters to alumni "end out solicitation letters to alumni for as!etall court.for as!etall court.
ow does your list compare with that of
ow does your list compare with that of -rincipal ohng;s< "an you identify the tasks that are -rincipal ohng;s< "an you identify the tasks that are similar<similar< +hich of these tasks fall
+hich of these tasks fall under instructional leadership practicunder instructional leadership practice<e<
)ased on his list of things to do for the day, -rincipal ohng seems to be a !ery busy man. This is )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, probably true for all other principals regardless of where they are or how big their school is. 'ndeed, the school head has
the school head has many responsibilities. This is perhaps why many people admire principals for many responsibilities. This is perhaps why many people admire principals for theirtheir dedication and hard work. *o you agree with me when '
dedication and hard work. *o you agree with me when ' say that a principal;s =ob, your =ob, is a toughsay that a principal;s =ob, your =ob, is a tough one< 3any would think so.
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 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
two $numbers 7 > 9% are easily recogni/able as directly affecting the instructional process.recogni/able as directly affecting the instructional process.
'n a day;s work, how much time should the
'n a day;s work, how much time should the school head spend in pro!iding instructional leadership< 'nschool head spend in pro!iding instructional leadership< 'n the -hilippines, ?epublic (ct o. @177 mandates that a principal spend more time as instructional the -hilippines, ?epublic (ct o. @177 mandates that a principal spend more time as instructional lead
leader er than as than as admiadministrnistrati!ati!e e managmanagerer. This . This makemakes s senssense e if if the primary purposthe primary purpose e of of schoschooling isoling is learning.
learning.
?eflect on this obser!ation by Aink and ?esnick $2BB1, p. 7@%:
?eflect on this obser!ation by Aink and ?esnick $2BB1, p. 7@%: /Most principals spend relatively little /Most principals spend relatively little time in classrooms and even less time analying instruction with teachers. They may arrange time for time in classrooms and even less time analying instruction with teachers. They may arrange time for teachers1 meetings and professional development% ut they rarely provide intellectual leadership for teachers1 meetings and professional development% ut they rarely provide intellectual leadership for growth in teaching s!ill.2
growth in teaching s!ill.2
#ur recommendation is that you focus on the fundamentals: "urriculum, 'nstruction and (ssessment #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 $"'(%. 'f you are to pro!ide quality education, focus on getting the results that you aim for. et e!eryo
Let's Think About This
Let's Think About This
?ecall the time when you were a student in primary school. 'magine that you were the school;s ?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 principal during that time. ow different were the challenges faced by principals then from those that they are facing today<
they are facing today<
+hat skills must principals possess nowadays that were not required of them before< To help you +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. 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
"ru/, a retiring primary school principal in the -hilippines, to her son 0ose "ru/, an aspiring teacher.her son 0ose "ru/, an aspiring teacher.
To my dear 3ose% To my dear 3ose%
'
' am am so so glad glad that that you you are are aouaout t to to start start teachteaching ing very very soosoon. n. ' ' !now !now that that this this has has een een your your lifelong dream and ' am so proud that you are finally starting your career in the teaching profession. lifelong dream and ' am so proud that you are finally starting your career in the teaching profession. 4ei
4eing a ng a teateachecher r is is indindeed a eed a nonole callile callingng. . 5ou have the 5ou have the popower to wer to shashape the pe the minminds ds of futurof futuree generations. owever% it may not e as easy as during my time. There are many challenges to generations. owever% it may not e as easy as during my time. There are many challenges to teachers now that were not there efore% maye due
teachers now that were not there efore% maye due to the changes in our to the changes in our society. ' notice that theresociety. ' notice that there are more students now per classroom. The average class sie has increased through the years. There are more students now per classroom. The average class sie 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 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 may also need to !now how to use an overhead pro6ector and even an 7C to ma!e your lessons mor
more e interinterestingesting. . ThesThese e techntechnologologies were not ies were not availaavailale to le to us then. us then. AsidAside e from that% you from that% you shoushould eld e ready to answer more 9uestions from students who get more and more in9uisitive each year. ' notice% 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
too% that parents get more involved with their children. 3ose% schools today are very different from thedifferent from the schools twenty years ago. "tudy these new challenges and learn to adapt to them. These will ma!e 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. you a etter teacher. ' wish you only the est and hope that you will e happy in your chosen career. ' will pray for
' will pray for your success.your success.
7ove% 7ove%
5our Mother 5our Mother
*o you agree with the obser!ations made by 3rs. "ru/ in her letter< (re these obser!ations also true *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 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
generally ha!e more students now than there were twenty years ago, would it were twenty years ago, would it make your =ob more ormake your =ob more or less difficult< 'n
less difficult< 'n what ways< ?eflect on your answer what ways< ?eflect on your answer before proceedingbefore proceeding..
The observa
The observations of 2rs# Ctions of 2rs# Cru' are rru' are reall* true in eall* true in the 7hilippthe 7hilippine settin!#ine settin!# The
The new new skills learned skills learned such as such as usin! multi-media usin! multi-media instructiinstruction on computercomputer-aided instruction in -aided instruction in the the classclass will make the
will make the lesslessons more excitions more excitin! and n! and motimotivatinvatin! ! sincsince e our pupilour pupils s now are now are mormore e expexposed toosed to information technolo!*# $s a principal we should be aware and be alert to the fast-chan!in! world and information technolo!*# $s a principal we should be aware and be alert to the fast-chan!in! world and be better-e,u
be better-e,uipped for such chan!es# 8e should strive hard to ipped for such chan!es# 8e should strive hard to be knowled!eable to catch up be knowled!eable to catch up with thewith the present situation# 9tudents are ,uite di"erent now as compared to the students twent* *ears back# $ present situation# 9tudents are ,uite di"erent now as compared to the students twent* *ears back# $ childs exposu
childs exposure to the re to the internet poses a threat as well internet poses a threat as well as a as a challen!challen!e to e to teachers# 0n order to cope withteachers# 0n order to cope with this we must be a!!ressive and keep up in the hope of becomin! !loball* competitive#
$ 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 teachers 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.
?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.
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 teachinglearning 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#
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%
• /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 oserves
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. <e all see him going around the school every day to ma!e sure that everything is going well.2 $3rs. -adna, a rade 7 teacher%.
)ased on the comments, do you think 3r. Geang is an instructional leader< +hat makes you think so< +hat are his characteristics based on the descriptions gi!en by members of his school community< +rite your ideas on the space below.
0 believe 2r# ean! is an instructional leader because he serves as a resource provider# He knows a lot about curriculum and instruction and he works for the attainment of the schools mission and !oals# $s an instructional resource he encoura!es the use of various teachin! strate!ies# He makes sure that he communicates well his ideas especiall* in meetin!s# He is alwa*s visible and makes sure that he is aware of what is !oin! on in his school#
The comments by 3r. Geang;s staff are reflecti!e of the following instructional leadership beha!iors as described by )amburg and (ndrews $1@@B%:
1. ( resource provider who:
a. marshals personnel and resources to achie!e a school;s mission and goals, and
b. is knowledgeable about curriculum and instruction.
2. (n instructional resource who:
a. sets expectations for continual impro!ement of instructional programs and acti!ely engages in staff de!elopment, and
b. encourages the use of different instructional strategies.
a. models commitment to school goals,
b. articulates a !ision of instructional goals and the means for integrating instructional planning and goal attainment, and
c. sets and adheres to clear performance standards for instruction and teacher beha!ior.
6. ( visile presence who:
a. !isits classrooms, attends departmental or gradeDle!el meetings,
b. is accessible to discuss matters dealing with instruction, and
c. is an acti!e participant in staff de!elopment.
)ased on the abo!e descriptors, which of the staff comments listed abo!e characteri/e 3r. Geang as a resource pro!ider< (n instructional resource< (n effecti!e communicator< ( !isible presence<
*o you agree with these four characteristics< *oes 3r. Geang ha!e them< (re these characteristics adequate in describing an instructional leader<
<es 0 a!ree# 2r# ean! possess these characteristics and 0 think these characteristics are ade,uate in describin! an instructional leader#
'f not, what more can you add to the list< +rite your ideas on the space below.
"ontinue to disco!er the answers.
"ompared to schools in the Cnited tates or in Europe, do you think that outheast (sian schools face more challenges or difficulties< +hat do you think are these challenges< ?eflect on these questions before proceeding. 4ou may write your ideas on the space below:
<es 0 believe schools in 9outheast $sia face more challen!es or diculties than their counterparts in the =nited 9tates and Europe# >or one here in the 7hilippines for example we face the problem of lack of classrooms teachers and textbooks# 9ome schools are not accessible throu!h !ood roads# 2an* teachers feel the* are underpaid and overworked# 2an* of our pupils are poor and the* often +nd themselves droppin! out of school because of this#
Let's #ead
"ountries in outheast (sia, like the -hilippines, ao -*?, "ambodia and 5ietnam, face educational challenges associated with being a de!eloping nation with limited resources. omehow, this pre!ents many principals from effecti!ely assuming their instructional leadership roles. o!ernments ha!e target numbers of students per year le!el that are expected to be ser!ed by schools through the efforts of the principals. owe!er, this is easier planned than implemented.
et us study data from recent educational researches done in selected outheast (sian countries.
'n 5ietnam, educational deli!ery looks promising but still has a long way to go. (n article on
5ietnamese education in the 0ournal of outheast (sian Education by Gieu and "hau $2BBB% pro!ides the following information.
/#ne of ma6or shortcomings in the recent past has een a lac! of measures to reform the instruction method% which is still 9uite conservative,,the teacher reads% the pupil ta!es notes= the main reliance is on memory instead of thin!ing% study is passive. There is a shortage of school e9uipment to
renovate the method of teaching and learning2 p. 229.
/>There is? shortage of school uildings and e9uipment. The teachers encounter great difficulty in their lives and engage in sidelines to get supplementary earnings. "chools are short of tens of thousands of primary education teachers2 >'n (ietnam there are aout --%@8+ primary schools? p. 22.
/&ducation content must e su6ected to government control% including regulations and rules% eaminations% 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 aility 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,
• 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 diculties in ?ietnam and Cambodia are ver* much related# 0n the 7hilippines the
diculties and challen!es are similar# 0t appears that our countr*s educational diculties 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 $p. &%:
• 'nadequate teacher inDser!ice training,
• 3isallocation of teachers, i.e., teachers not teaching their speciali/ation
(side from this, there was also a note on low achie!ement of learners. This is a recurring theme. The -hilippine *epartment of Education has adopted a number of educational initiati!es to address the need to raise the quality of educational outcomes in the -hilippine schools.
Let's Try this (Activity 1.$)
'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 diculties will be met b* our teachers and pupils#
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.
# &ack of classrooms /# &ack of textbooks 1# &ack of teachers
3# 9ome teachers are not !iven enou!h trainin! to improve their teachin! competencies# 4# 9ome teachers and school heads are not open to chan!e#
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.
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 non-academic activities where parents and other stakeholders share in the same vision of providin! world-class education#
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 ale 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 aout as!ing the parents of the children to wor! for food "he was ale 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 echange% 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 etra 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.
<es 2adam Aomero is an e"ective school head# 9he is primaril* compassionate# 9he is so concerned of the situation that she was motivated to +nd a source for the feedin! pro!ram# 9he was aware that she will not succeed if she will not involve the stakeholders and so she called for a meetin!# 0n the process she was able to teach parents to be hard-workin! while addressin! the problem in attendance of pupils#
,perationalizing School -uality
i!en the characteristics of a quality school presented abo!e, explain illustrate what a principal must do relati!e to each. +rite your answer on the space pro!ided. The first one is done for you.
1. Teaching methodologies are designed to encourage independent thinking.
The principal should nd time to review the teachers’ lesson plans. Heshe should also observe classes to see how teachers develop higher order thinking skills and other related skills among pupils.
2. "apable, moti!ated and wellDtrained teachers
The principal should assess the training needs of teachers, afterwhich heshe should make a master plan on addressing the training needs of teachers. The principal should also motivate the teachers
towards achieving the school’s ob!ectives. The teachers should also be provided with information on various trainings and seminars and when and where they will be conducted. If possible the principal should also assist the teachers in nding sources for funding their trainings.
&. (ppropriately designed curriculum
The principal is in the position to review, revise and enrich the school curriculum as needed. He should be able to do this after consulting teachers and other stakeholders.
6. Effecti!e learning materials including, but not limited to, textbooks
The principal has to nd benefactors who may provide learning materials and nd a way to their store them so they will last and serve for a long time.
7. (ppropriate technology integrated in the teachingDlearning process
The principal should be to know how various technology will be helpful in advancing student
learning. He"he should have a knowledge on how dierent I#T hardware and software can be used for various teaching$learning activities. He"he should also know how to prepare a technology plan for the school.
8. ( safe and wellDmaintained learning en!ironment
The principal should regularly check if the school is clean, safe and secure, conducive to learning, and has a positive emotional climate, and well$maintained. Heshe also needs to make sure that students are safe inside their classrooms.
9. ( !alid reliable learner assessment and e!aluation system
The principal should create a school evaluation system that emphasi%es authentic assessment, in consultation with teachers and other stakeholders.
. Effecti!e school leadership including instructional super!ision
The principal should play the role of a coach, counselor or mentor whenever needed.
The principal should review the time spent by teachers inside the classroom in terms of &uality and contact hours. Heshe should also monitor their attendance.
1B. (dequate financing
The principal should tap government and private sources to fund educational initiatives.
11. Effecti!e organi/ational structure and support
The principal needs to establish a school council, create ad hoc committees, and other similar committees to address the needs of students, teachers and the community.
#ther strategies to achie!e an ideal school $by "ummings, 1@@9, cited in "hapman > (dams, 2BB2% are listed below:
1. "hange span of control and lessen load of school heads.
2. trengthen hori/ontal linkages by =oining a network of schools in your locale.
&. Train principals to assume greater initiati!es.
6. -ro!ide adequate time.
7. 3obili/e community resources, de!elop schoolDcommunity linkages and put communityD oriented education into practice.
This list is by no means complete. +hat you can do to achie!e instructional leadership is determined by local conditions. Cse your EL and be creati!e. 'f you do so, you may already be on your way towards achie!ing your school;s instructional goals through the effecti!e practice of instructional leadership.
ow uch ave You Learned?
To find out how much you ha!e learned from this lesson, try and answer the questions below.
1. Explain why different stakeholders expect different things from school heads.
"takeholder groups like teachers, parents, students and education o'cials have dierent needs and ob!ectives. This e(plains the dierence in their e(pectations of their school heads.
2. +hy is the principal like a "E# of a company<
)s a school is also an organi%ation run by a manager$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
?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 oerts is a principal in Coo!esville% Tennessee. 7i!e other school heads% she was concerned with the learning pace of the students. "he oserved 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 troule writing. They have limited or aw!ward vocaulary and sentence structure.
To assist students in improving their writing% Principal oerts went into the classroom and developed procedures for using sentence epansion with primary grade students. "he created sentence stems% the eginning three or four words of a sentence% using words from the studentHs content area tetoo!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.
<es she is an e"ective school head because she was sensitive to the needs of her students# Her concern has lead her to create interventions for her students learnin! diculties# 9he was concerned of her students pace in learnin! because she was concerned with academic excellence# 0 would like to have her in m* team because she is able to deliver results# 9he was able to address the problem head-on
Let's tudy
-rincipal 0ing has a dilemma. *ue to a decrease in education graduates in his country, his school lacks teachers, especially in cience and 3ath sub=ects. ince cience and 3ath are an important component of their primary school curriculum, as the principal, he has to find a way to sol!e the problem. e was happy when a new teacher was asked to report to his office by the district super!isor. 't appeared that this might be the solution to the problem. *uring the inter!iew, howe!er, -rincipal 0ing found out that it is the teacher;s first year of teaching and that her speciali/ation is -hysical Education. +hat should he do< e needed a teacher badly, but the current applicant seemed illDprepared for the =ob.
To help 3r. 0ing make a decision regarding this matter, answer the questions below:
1. 'f you were 3r. 0ing, would you assign the teacher to teach cience<
Bo#
2. +hy or why not<
0 cannot consider the applicant and force him.her to teach 9cience because he.she is not ,uali+ed# 0 ma* have a real need for a teacher at the moment but 0 cannot eopardi'e the
students chances of learnin! because 0 hired a teacher who cannot deliver the content# He.she ma* have trainin!s to e,uip him.her to teach 9cience but it will be too late for that since the need for a 9cience teacher is ver* pressin!#
&. +hat problems would you expect from this decision<
The problem on teacher need will not be settled# 0t would also foil the teacher-applicants need for a ob#
6. i!en that he has no other option, what do you suggest he should do<
2r# Din! ma* be forced to hire teachers to teach subects which are not in their areas of expertise# This is due to a lack of available teachers who are trained in certain subects#
Teachers manifest lesser competence in teachin! as a result of the subect-teacher mismatch therefore student learnin! su"ers# 0f 2r# Din! has no other choice he has to re,uire the newl*-hired teacher to under!o trainin! and supervision in the subect area that he.she is to teach# However this does not !uarantee expert-levelF competence in some cases#
Let's #ead
Improving !eacher Competence
)ecause of the realities that many outheast (sian schools face, like teacher shortage and lack of resources, educational quality suffers. 4ou saw this in the experience of 3r. 0ing. The lowering of educational quality happens through se!eral ways. Aor example, an educational research study done by the (sian *e!elopment )ank $(*)% in 2BB2 has shown that the -hilippines, in most cases, suffers from inadequate teacher inDser!ice training, low teacher salaries, and the misallocation of teachers $"hapman and (dams, 2BB2%. 3isallocation means that for one reason or another, teachers are not teaching their sub=ects of speciali/ation. )eing required to teach a sub=ect you are not adequately trained or prepared for is often due to the lack of teachers for that speciali/ation or an o!ersupply of teachers in one field. (s a principal, it is an important responsibility for you to assign teachers
according to their areas of competence.
+hile it is true that sub=ect expertise is an important requirement to achie!e instructional goals, gi!en realities may not always allow this to happen. ' n many cases, principals are =ust thankful that a
teacher comes along. To Iassign teachers to their area of competenceJ is the ideal. )ut oftentimes, principals are asked not to be too choosy and should rather focus more on de!eloping a teacher;s competence in a new field where heshe is needed. To do this, as a school head, you need to pay attention to the more important role: coaching and mentoring teachers to raise their competency le!els.
ow do the school heads deal with teachers misDassigned to areas not of their speciali/ation< +hat suggestions can you offer< +hat other modules can you refer to< o back to the list of modules on page 2 and see what modules in the E(?TE" eF"E program for principals and school heads could be used for this purpose. +rite your ideas on the space below.
0 would su!!est the followin!:
# Teachers assi!ned to teach subects which are not their areas of speciali'ation should under!o trainin! in the new subects assi!ned to them#
/# These teachers should be supervised re!ularl*#
1# The* should a!ree to be coached b* teachers of the subect area newl* assi!ned to them#
"an you differentiate between a mentor and a coach< #n the space opposite the characteristics and acti!ities enumerated below, write whether they pertain to mentoring or coaching. umber one has been done for you.
1.3rs. abah assisted 3r. o in preparing an indi!iduali/ed
program $'-% for a child with a special need in his class. #nce the '- has been prepared, 3rs. abah will demonstrate to 3r. o how to implement the '-.
2.3iss -hung approaches *r. risakda asking her help and guidance towards her professional and personal de!elopment. &.3r. "ru/ is able to elicit his teachers cooperation in implementing
the teaching strategies he patiently taught them because he is the principal.
6.( school teacher clearly understands what her school head meant when he said, IThe feedback ';m gi!ing you are inputs to
impro!e your performance as a teacher and not as an affront to you as a personJ.
7.Aor *r. abiba, the best reward is knowing that the teachers she guided ha!e become what they want to be.
8.The teachers find !ery moti!ating *r. artoyo;s in!itation for them to feel free to approach him for any workDrelated or personal concerns.
'f you scored 7, congratulationsM 4ou could really tell whether what you are doing is part of mentoring or coaching. 'f you scored 6 or lower, you should study the lesson again and discuss with your Alexible earning Tutor concepts that need further explanation.
Let's Try This (Activity 2.2)
?ead this letter sent by a recently graduated student to his former principal. $(dapted from 3ahle, 1@@%
ear Mr. Prang%
' was very angry when the year started% and you saw that. ' !now that you tal!ed to my counselor and found out that ' was wor!ing nights and my mother was sic!. 5ou as!ed me to do my est until things got etter and 6ust use my time well in class and '1d pass. That was fair. "ome of my other teachers were nagging me aout falling asleep and not doing my homewor!. ' wanted to 9uit school. 5ou1re the reason ' stayed.
avid
The principal referred to in the letter was also *a!id;s teacher for some time. +hat did the principal exhibit in handling this student;s case< *id the principal go the extra mile to help his student<
-rincipals ha!e different personalities, too. This is reflected not only in the way they handle indi!idual student cases, but also in how they play their roles as lead administrator and school head.
tudy the characteristics of the principals described below:
Mr. 5o
3r. -o is a school head in "ambodia. e is !ery businesslike in handling his role. e is known for ha!ing clear, long range policies and goals for his school and he works hard to translate goals into reality. e makes decisions in terms of what is best for students, not necessarily the easiest or what will make teachers happy. 3r. -o has strong expectations of both students and teachers. e is always prepared to assume leadership and will make things happen if they were in the best interest of the school. e implements central and regional directions or policies to suit the needs of the school.
a. (n 'nitiator
b. ( 3anager
c. ( ?esponder
Explain why you chose your answer.
r. /o is an initiator because of his very businesslike approach in human relations and for putting emphasis on high academic standards.
Mr. +an
3r. an is !ery good in pro!iding basic support to his staff. e keeps teachers informed about decisions and is always sensiti!e to their needs. e is teacherDcentered and defends them from unreasonable external requests. e does not typically initiate change but will follow through if gi!en a high priority by others.
a. (n 'nitiator
b. ( 3anager
c. ( ?esponder
Explain why you chose your answer.
r. Han is a manager because he is a goal$oriented administrator, practicing less emphasis on human relations.
Mrs. 6han
3rs. Ghan sees her role as a school head primarily as an administrator. he allows teachers and others to lead in decision making because she percei!es them as
professionals. he stri!es for a strong personal relationship with the school staff. he does not focus on long term plans but rather makes decisions in terms of immediate issues. he is flexible and willing to make changes at short notice to sol!e immediate problems
a. (n 'nitiator
b. ( 3anager
c. ( ?esponder
Explain why you chose your answer.
2rs# han is a responder because she addresses immediate problems#
Let's #ead
5rincipal Styles and !heir Impact on Students and !eachers
4ou learned from the pre!ious acti!ity that principals ha!e different approaches in addressing school concerns. 'deally, a school principal should be competent in all the domains related to school functions such as handling finances, addressing faculty concerns and making sure that students learn well. owe!er, the realities of schools today can put the principal under stress. Typically, a principal will adopt a particular leadership style that emphasi/es certain domains and downgrades others. This reflects how the principal copes with the demand of hisher work $3arsh 1@@2%.
The principal who is primarily a responder puts emphasis on maintaining good relations with staff. eshe tends to delegate responsibilities and listens to others rather than initiate ideas. eshe is low key and nondemanding. This principal pro!ides help to teachers who seek assistance. eshe does not anticipate future problems nor is concerned with long term goals. This is the case of 3rs. Ghan.
The principal who is primarily a manager concentrates on getting tasks achie!ed rather than placing emphasis on personal relations. eshe is orderly and wellDorgani/ed, preferring to use established procedures to accomplish tasks. ong hours are put in to complete administrati!e tasks and to be a!ailable to teachers. 3anagers are prepared to directly inter!ene directly with staff o!er school matters. They use memos often to communicate with teachers. (n example of this is 3r. an.
The principal who is primarily an initiator tends to be !ery secure and confident. eshe is businesslike in hisher relations. The initiator states hisher expectations clearly and emphasi/es student outcomes. There is a conscious aim to achie!e increasing academic standards. (n example of an initiator is 3r. -o.
'f you were to choose, which principal style would you prefer< To achie!e the goals of instructional leadership, 3arsh $1@@2% said that each is helpful for your impro!ement, but the initiator style is the most successful. "an you think of reasons why this is so< +rite your ideas below:
0 would prefer to be an initiator because an initiator has clear decisive lon!-ran!e policies and !oals for their school he.she works hard to translate !oals into actual practice make decisions in terms of what is best for students not necessaril* the easiest or what will make teachers happ* has stron! expectations from students teachers and even themselves is prepared to take the lead and will make thin!s happen if the* are in the best interest of the school and will implement central and re!ional directions or policies to suit the needs of the school#
#b!iously the personal style of the principal will ha!e an effect on the way teachers and students respond. (s the school head functions much like the captain of a ship, hisher temperament and work styles will determine how well people would work with himher.
'ndeed, principals !ary in the way they approach their tasks. )eing familiar with these styles will help you gauge your own strengths and limitations in empowering your teachers and students towards achie!ing your school;s instructional goals. (s a 21st century school leader, we encourage you to try to become more of an initiator.
ow uch ave You Learned?
1. "hoose the appropriate domain of responsibility in the box to which the following tasks of school heads belong. +rite only the letter of the domain referred to.
A. 'nstruction super!ision B. chool management
C. chool communications D. chool community relations
"lass obser!ations #rdering supplies iring teachers )asic record keeping +riting to alumni
(ssessment of student performance
"oordination with national education officials 'n!ol!ement in -T(-T"(
(ttending meetings of local organi/ations Teacher super!ision
0oining community councils "urriculum planning
2. Enumerate fi!e indicators of effecti!e school management
a. b. c.
d. e.
&. ame the three personal styles of principals.
a. b. c.
1 'n what settings or situations would each personal style be most appropriate< +hy<
The responder style puts emphasis on maintainin! !ood relations with sta"# Aespondents tend to dele!ate responsibilities and listen to others rather than initiate ideas# The* are low ke* and non-demandin!# The* do not anticipate future problems nor are the* concerned with lon!-term !oals# This approach works best when there are strained relations between administrators and teachers# 0t
ma* also work well for schools that have alread* a competent facult* with stable resources#
The manager approach concentrates on !ettin! tasks achieved rather than placin! emphasis on personal relations# 2ana!ers are orderl* and well-or!ani'ed# &on! hours are put in to complete administrative tasks# 2ana!ers strive to be available to teachers# The* are prepared to intervene directl* with sta" over school matters# This approach ma* work best for school situations that need more or!ani'ation and !uidance in achievin! !oals#
The principal who is primaril* an initiator tends to be ver* secure and con+dent# 0nitiators are businesslike in their relations# The* state their expectations clearl* and emphasi'e student outcomes# There is a conscious aim to achieve increasin! academic standards# This approach is applicable to most school situations#
2 +hy is the initiator style deemed as the most appropriate by many education researchers<
The initiator st*le is the most appropriate because the initiator is applicable to most school situations#
Let%s Try This (Activity $.1)
)elow is a list of tasks. "lick on the box before each task that you think is performed by a principal who possesses good leadership skills.
?e!iewing or re!ising an existing curriculum or sub=ect
'nfluencing high achie!ement among students
3onitoring tests and examinations
3anaging and controlling student beha!ior
'nfluencing the performance of teachers
upporting teacher welfare and their personal de!elopment
'nfluencing teaching schedules
'nfluencing the school;s operational efficiency
3anaging the use of buildings, grounds and equipment
3aintaining regular communication with school board
members
-ro!iding positi!e public relations with the local community
'f you placed a check mark before all tasks, you are correctK the tasks describe the work of a principal who practices good leadership skills. This list is by no means complete. +hat other tasks could you add< 4ou may create another list on a separate piece of paper.
Let's #ead
ow much do you know about how pupils beha!e in class< ?ead on and find out.
Students7 Classroom Behaviors
Adapted from Cohen% Manion I Morrison% -))@% p. *8
The following checklist was designed by 0. aysom and ". utton $1@96% for use in science lessons. electing whate!er items you feel rele!ant, use them in one of your obser!ations to disco!er the rules and routines go!erning students; classroom beha!iors.
's it the standard practice for pupils to:
stand up at the beginning of the lesson<
choose where they sit<
go to allotted spaces<
work in selfDselected groups<
help each other in their work<
put up their hands before speaking to the teacher<
speak directly to the teacher, butting in any time<
be silent when the teacher begins to speak<
carry on with what they are doing when the teacher speaks<
lea!e the room without permission<
compose their own notes<
mo!e about freely during lessons<
copy notes from the board<
expected to ha!e with them pencils and other school materials<
be allowed to borrow items from classmates<
be allowed, if finished early, to get on with homework<
'n your quest for changes in your school towards better educational achie!ements, do you feel the need to use the abo!e checklist< *o you feel any need at all to conduct monitoring or e!aluation of some sort to help you attain your goals<
<es 0 ma* consider usin! the above checklist# 0 believe there is a need to monitor or evaluate current practices in order to attain the schools !oals#
To examine your own beliefs on what classroom acti!ities are acceptable, study the list on the
pre!ious page. Cnderline those that you think are acceptable and encircle the boxes of beha!iors that are not acceptable. ?ewrite your list of unacceptable beha!iors on the space pro!ided below.
• stand up at the be!innin! of the lesson • choose where the* sit
• expect not to consult each other • leave the room without permission • move about freel* durin! lessons
tudy your own list once more. +hy did you choose these beha!iors as unacceptable< ow do you intend to change them into more acceptable beha!iors< "onsult with your teachers, do they also agree with your choices<
ystems of control and discipline are needed to maintain a healthy and safe school atmosphere conduci!e to learning. 'n most cases, it is important to find out what system of control discipline operates in the school so you can institute changes when necessary. owe!er, focusing on disciplinary changes is =ust one aspect of the =ob if you want to transform your school into a more efficient
institution.
)efore proceeding, use the space below, or get a sheet of paper and write your own ideas about the leadership qualities school heads like you need to ha!e in order to successfully meet your school;s domains for impro!ement. +rite down ways how a principal like yourself could manifest such qualities.
2otivate teachers to use e"ective teachin! strate!ies;
$llow teachers to +nish !raduate school or under!o further trainin!;
%isseminate information on matters pertainin! to personnel mana!ement and school policies;
2otivate teachers to come to school on time;
$dopt practices in s*stemati'in! record-keepin!; and
Encoura!e teachers to practice authentic assessment and immediate feedbackin!#
