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• W11704116 abstract "demands on today's principals make it almost impossible to do job alone. Mr. Hoerr suggests that solution is to share responsibility for instructional leadership with teachers, and he outlines steps for building collegiality and supporting teachers in their new roles. WHEN A parent says, My child's school is a wonderful what that parent really means is that his or her child has had a super teacher, followed by a great teacher, followed by a tremendous teacher. Sparkling facilities and state-of-the-art technology are important, and--to degree that they enable teachers to do a better job of teaching--they are valuable. But most important factor in a child's education remains what it has always been: teacher. When children have wonderful teachers year after year, they flourish, and their parents are delighted with school. That's a simple premise, but it has important implications for principals. All principals know that teachers are most important factor in educational equation; we learned it in graduate school. We also learned that we are expected to provide instructional leadership that enables teachers to grow professionally. But--like many of important things in life-providing such leadership is easier said than done. Obstacles to Instructional Leadership During last several decades, role of principal has become increasingly complex as society has made ever-greater demands on schools. Today there are breakfasts to provide and after-school programs to oversee. There are special programs to coordinate for students at both ends of academic spectrum. There are anti-gang and drag-awareness efforts, employee unions and neighborhood groups whose needs and interests must be attended to, IEPs and SATs--along with OBE, TQM, and ADA. Indeed, list is almost endless. As schools have taken on a variety of new tasks, educators have come to understand much more about how children learn. And as knowledge of child development, curriculum, and instruction has burgeoned, profession has become balkanized. Many of today's teachers have their own areas of expertise and their own professional language. One group of teachers may live and breathe thematic instruction, another group investigates student portfolios and other forms of alternative assessment, the Reggio Approach occupies kindergarten crowd, and a committee considers putting in place a schoolwide program based on Howard Gardner's theory of multiple intelligences. It is simply not realistic to expect an administrator to serve as an intellectual resource or catalyst for all these (and countless other) efforts. As Roland Barth said in his 1980 book, Run School Run, The obstacles to job are job. But while we administrators can identify constraints and roadblocks that keep us from exercising instructional leadership, we cannot let those obstacles stop us. Our task is to find ways to remove or go around them. Teacher's Role Although principal bears ultimate responsibility for quality of his or her school, it is both necessary and appropriate that teachers take on some of responsibility for instructional leadership. This means that principal will share power. It means leadership teams. It means that teachers will play a part in determining school procedures. It means that teachers will view their roles from a schoolwide, not just a classroom, perspective. It means that teachers, working together, will take responsibility for helping their peers learn and grow. Like principals, however, teachers have obstacles that keep them from serving as instructional leaders. greatest, of course, is their hectic and isolated workday. Most teachers spend 80% to 90% of their workday in direct contact with students. Planning periods, recesses, or lunch breaks are about their only times away from students. …" @default.
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• W11704116 title "Collegiality: A New Way to Define Instructional Leadership." @default.
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