Models of Instructional Leadership

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Models of Instructional Leadership
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• There are about as many versions of instructional
  leadership as there are people who write about
  it.
• To sketch the evolution of instructional
  leadership, this part will focus on three models
  of leadership that have been elaborated during
  the past two decades.

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Hallinger Murphys model (1985)

• They developed their model of instructional
  management by examining the instructional
  leadership behaviors of elementary principals and
  reviewing the literature on school effectiveness.
  From their empirical and theoretical analyses,
  they created a framework of instructional
  management with three dimension and eleven job
  descriptors.
• The three major functions were defining mission,
  managing the instructional program, and promoting
  a positive school climate. Mission was defined in
  term of framing and communicating goals.
  Instruction was elaborated in terms of
  supervising and evaluating instruction,
  coordinating curriculum, and monitoring student
  progress.

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• A positive school climate was created by
  principals protecting instructional time,
  promoting professional development, maintaining
  high visibility, providing teaching incentives,
  enforcing high academic standards, and providing
  incentives for students. These functions and
  their elements are summarized in table 1

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Table 1 Elements of Murphy and Hallingers
(1985) Model of Instructional Leadership
Defines the mission Manages instructional program Promotes school climate
Framing school goals Communicating school goals Supervising and evaluating instructions Coordinating curriculum Monitoring students progress Protecting instructional time Promoting professional development Maintaining high visibility Providing incentives for teachers Enforcing academic standards Providing incentives for students
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Murphys model (1990)

• He continued to refine and elaborate the model
  with a systematic and comprehensive review and
  integration of the research from four major
  sources the literature on effective schools, on
  school improvement, on staff development, and on
  organizational change. Based on this review, he
  sketched and elaborated an instructional
  leadership framework that consisted of four basic
  dimensions of instructional leadership broken
  down into sixteen different roles or behaviors.

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• Developing mission and goals remained a
  fundamental feature of instructional leadership,
  but managing the instructional programs was
  expended to included the principals roles of
  promoting quality instruction and monitoring
  student progress. Murphy (1990) also expanded the
  nation of promoting a positive school climate to
  include both promoting an academic learning
  climate and developing a supportive work
  environment. Thus, the elaborated model of
  instructional leadership now had four basic
  dimension rather than three and16 functions.

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Table 2 Elements of Murphys (1990) Model of
instructional Leadership
Developing mission and goals Managing the educational production function Promoting an academic learning climate Developing a supportive work environment
Framing school goals Communicating school goals Promoting quality instruction Supervising and evaluating instruction Allocating and protecting instructional time Coordinating the curriculum Monitoring student progress Establishing positive expectations and standards Maintaining high visibility Providing incentives for teachers and students Promoting professional development Creating a safe and orderly learning environment Providing opportunities for meaningful student involvement Developing staff collaboration and cohesion Securing outside resources in school goals Forging links between the home and the school
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Webers model (1996)

• Addressed the need for instructional leadership
  regardless of the schools organizational
  structure and concluded that even if an
  instructional leader were not packaged as a
  principal, such a leader was imperative. He
  concluded from his review of the research that,
  The leaderless-team approach to a schools
  instructional program has powerful appeal, but a
  large group of professionals still needs a single
  point of contact and a active advocate for
  teaching and learning (1996,p254).

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• Webers point is especially poignant in todays
  educational arena of shared leadership and
  site-based management, and he emphasizes the
  conclusion that instructional leadership is
  necessary regardless of the hierarchical nature
  of a school organization.
• Weber (1996) identified five essential domains of
  instructional leadership based on his review of
  the literature defining the schools mission,
  managing curriculum and instruction, promoting a
  positive learning climate, observing and
  improving instruction, and assessing the
  instructional program. His model is consistent
  with the two earlier models and incorporates many
  of the same elements.

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Table 3 Elements of Webers (1996) Model of
Instructional Leadership
Defining the schools mission Managing curriculum and instruction Promoting a positive learning climate Observing and improving instruction Assessing the instructional programs
The instructional leader collaboratively develops a common vision goals for the school with stakeholders. The instructional leader monitors classroom practice alignment with the schools mission, provides resources and support in the use of instructional best practices, and models and provides support in the use of data to drive instruction. The instructional leader promotes a positive learning climate by communicating goals, establishing expectations, and establishing and orderly learning environment. The instructional leader observes and improves instruction through the use of classroom observation and professional development opportunities. The instructional leader contributes to the planning, designing, administering, and analysis of assessments that evaluate the effectiveness of the curriculum.
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Synthesis and Theoretic Grounding A Simplified
Model

• The three models all show the importance of three
  fundamental instructional leadership functions
• Defining and communicating goals
• Monitoring and providing feedback on the teaching
  and learning process
• Promoting and emphasizing the importance of the
  professional development
• The three process of instructional leadership are
  consistent with Locke and Lathams goal setting
  theory, which is arguably one of most effective
  theories of motivation (Baron,1998 Hoy Miskel,
  2001)

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Table 4Elements of the Simplified Model of
Instructional Leadership
Instructional Leadership Instructional Leadership Instructional Leadership
Defines and Communicates Shared Goals Monitors and provides Feedback on the teaching and learning process Promotes school wide professional development
This means that the leader works collaboratively with staff to define, communicate, and use shared goals of the school. Goals are used in making organizational decisions, aligning instructional practice, purchasing curricular materials, and providing targets for progress. These goals focus the staff around a common mission to achieve. This dimension describes the activities of an instructional leader around the academic curriculum. These activities include being visible throughout the school, talking with students and teachers, providing praise and feedback to teachers, students, and community on academic performance and ensuring that the instructional time of the school is not interrupted. encompassed in this dimension are behaviors that are consistent with life-long learning. The instructional leader encourages teachers to learn more about student achievement through data analysis, provides professional development opportunities that are aligned to school goals, an provides professional literature and resources to teachers.
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Table 5 Instructional Leadership Inventory (by
Jana M Alig-Mielcare and Wayne K Hoy The Ohio
State University)
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• Promotes school wide professional
• Development
• Encourages teachers to attend professional
  development activities that are aligned to school
  goals
• Provides for in-house professional development
  opportunities around instructional best practices
• Plans professional development around teacher
  needs and wants
• Supports individualized professional development
  plan
• Plans professional developments in-service with
  teachers
• Furnishes useful professional materials and
  resources to teachers
• Schedules time on in-service for collaboration
  along teachers

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• Defines and Communicates Shared Goals
• Uses data on student achievement to guide faculty
  discussions on the instructional program
• Encourages teachers to use data analysis of
  student academic progress
• Develops data-driven academic goals in
  collaboration with teachers
• Communicates the schools academic goals to the
  faculty
• Works with teachers to interpret asessment data
  for instructional implications
• Uses school goals when making academic decisions
• Develops school goals that promote high standards
  and expectations for all students
• Sets high but achievable standards for all
  students

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• Monitors and provides Feedback on the and
• learning process
• Visits the classroom to ensure classroom
  instruction aligns with school goals
• Monitors classroom to ensure classroom
  instruction aligns with school goals
• Work with students on academic tasks
• Stays in the office all day (reversed score)
• Observes teachers for professional development
  instead of evaluation
• Evaluates teachers to improve instructional
  practice
• Provides private feedback of teacher effort
• Provides private feedback on student effort

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