Completed maters in Education Administration graduated August 2014.

Current job Region ESC5
350 Pine Street
Beaumont, TX

Distance Learning Spanish I and II teacher.

finished the ILD on line thru region 13

Yesterday I submitted the black board scholarly assignment. I finished the ILD on line thru region 13. I have 2 classes left... Just two.
This week since their is no class assigned I will finish and complete my Log summary report and I will also check my research inquiry paper i began at the beginning of the program.

I also wanted to share that working on my masters has not been so hard. I think I may play with the idea of applying to the doctorate program.!!!! It could happen.  I think i will start reading dissertations to see how hard it is....

Researched Based Best Practices for Successful Leadership Development

Dolores Duhon

Lamar University

Researched Based Best Practices for Successful Leadership Development

Instructional leadership development is a broad topic with a plethora of information for leaders who wants to continue to find improvement for the success of all students. Instructional leadership  can be as simple as having an instructional conversation at the classroom door before the bell rings or as structured and formal as attending a formal instructional class for PDAS. The end result from the simplest to the most formal leadership development is the overall success of the students. Instructional leadership can come in many forms research shows that some of the most important forms involves a commitment to professional development as  critical part of the school improvement process, reflection, and the overall study of the teaching and learning process.  

Leaders, teachers, and the school community must make a commitment to professional development as a critical part of the school improvement process. Recommendation number 3 made by the Legislative Budget Board states, 

“Legislature should require through statue that all districts adopt a curriculum management board policy that addresses curriculum review, revision, alignment efforts, written curriculum guides, and related professional development according to a  schedule in annual District Improvement Plans and Campus Improvement Plans” (Legislative Budget Board, 2005).

If the recommendation is followed it would make professional development a requirement and make Professional development not just a moral duty but part of policy and law. The Legislature understand that with out professional development for all stake holders involved the problem of aligning curriculum to the rigor the state expects is lost. With the baking of the Legislature a commitment to professional development would become a a critical part of the school improvement plan and not just a commitment with no backing. This would be the catalyst to a true legal binding commitment to professional development. It is important to remember that Commitment to professional development is one of the most important pieces of the never ending list administrators must piece together for the overall success for all students. If the legislature sees this as an important piece and is making a recommendation towards making it legislation then it must be one of the best practices relating to instructional leadership. 

Until we can have actual legislation in place making a commitment to, instructional leadership development, binding we must take action into our own hands. Valuing improvement by providing time for improvement should a be priority. Leaders who make a commitment to instructional leadership development engage in meaningful improvement in their schools, empower their teachers to willingly and collectively participate in improvement, broaden the definition of performance indicators, and understand the skills and tools necessary to lead effective change (Harris, Edmondson, & Combs, 2010). Dr. Leanaa Issacson and H. Lynn Eriskson (2007), list 11 ideas for the principal to support Concept-based curriculum and Instruction. They claim that these suggestions can smooth the implementation of concept-based curricula and instructional programs. The list includes:

Set of community of learners climate.

Listen to what teachers have to say about their needs in implementing the    curriculum.

Allocate and direct funds to support implementation needs.

Verbally, and by action express support for curriculum. 

Brainstorm and discuss with the teachers what the concept-based classroom will look like.

Identify staff members and/or central office coordinators who can assist you and and your teachers with smooth ongoing implementation.

Plan ways for teachers to support each other in understanding the implementing the curriculum model.

Allow time for grade level/department/team meetings in the building to reflect on implementation successes and “opportunities.”

9.  Support implementation by asking teachers questions handout their lesson or   unit in pre- or post conferences.

10. Provide weekly bulletins detailing what you see positive and what you plan to see in the future. 

11. Inform the community in varies ways (Erickson, 2007).

As instructions leaders adding these suggestions to your own list of establishing best researched based instructional leadership development can facilities your success. If implemented the eleven strategies are a sure way to receive a committee for instructional leadership development campus wide (Erickson, 2007). 

To be successful in instructional leadership development as educators we must get into the habit of reflection. A school must adopt a a culture where staff has continual learning and growth experiences and considers its planning as important as the reflection (Costa and Bena, 2000). Supervisors must reflect on learned material assess the possible outcomes and make choices that effect the overall school environment. Reflecting is a researched based best practice relating to instructional leadership development if time is allocated appropriately for the reflection to occurs. Leaders and teachers alike should reflect on student achievement data, study the results, identify areas of strengths and areas for growth, and develop plans to improve the teaching and leaning process (Clarke, Stow, Ruebling, & Kayona, 2006). 

The overall study of the teaching and learning process is part of the basic foundation and critical for instructional leadership development. A leader or supervisor must understand the dynamics of the teaching and learning process to successfully instruct the teacher in the instruction process. Instructional leaders must be able to articulate to their staff a clear rational for the curricula and the requirements of aligning the written, taught, and tested curricula (Clarke et al., 2006). Reflecting will allow the Leader and teacher to learn and apply meaning to what is learned. Learner centered practices in higher education are defined by factors identified thru assessments. All levels consider educators efforts to establish positive personnel relationships, honor students’ ideas and opinions, facilitate higher order thinking skill, and address students’ individual needs and beliefs (Pierce & Kalkman, 2003). Its important to understand the learning process and basic foundation to apply the appropriate staff development as leaders. 

Research based best-practices for instructional leadership development can take many forms. Research shows that some of the most important practices include a commitment to professional development, reflecting, and the overall study of of the teaching and learning process. It is essential to note that without a commitment to professional development from all educators the over all goal of student success cannot be attained. Instilling a commitment to professional development can be daunting task. Researched best practices help instructional leaders find convincing ways for teachers and staff to buy in and become part of the changes that need to happen for student success to be priority. 

References

Clarke, N. A., Stow, S., Ruebling, C., & Kayona, F. (2006). Developing standards-based curricula and assessments: Lessons from the field. The Clearing House, 79(6), 258-261.

Costa, L. & Bena Kallick. (2000, April) Getting onto the Habit of Reflection. Educational Leadership Association for Supervision and Curriculum Development. 60-62. 

Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. 

Harris, S., Edmondson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education, Inc.

Legislative Budget Board. (2005). Develop statewide curriculum guides and increase local accountability of curriculum management (Texas School Performance Review). Retrieved March 8, 2008, from Legislative Budget Board website via http:// www.lbb.state.tx.us/Perf_Rvw_PubEd/White_Papers/StatewideCurriculumGuides.pdf 

Pierce, J. W., & Kalkman, D. L. (2003). Applying learner-centered principles in teacher education. Theory into Practice, 42(2), 127-132.