Full Description
Redefining Instructional Leadership: The Skills and Energy Required of an Instructional Leader focuses on how principals must be instructional leaders by first making building relationships a priority. Then, with those relationships that are built, the leader will earn trust from their teachers, which will give them the influence they need to lead them to better levels of performance—and better performance leads to greater depths of student achievement.
Redefining Instructional Leadership goes beyond simply stating theory and summarizing research about what schools need from instructional leaders by emphasizing what instructional leaders should do and how to do it. This book explains the steps instructional leaders must learn and put into practice if their desire is to become a truly dynamic leader that will have a positive impact on teaching and learning.
Contents
Foreword
Preface
Acknowledgments
Introduction
Chapter 1. Redefining Instructional Leadership
Chapter 2. Teachers Expectations of Principals as School Leaders
Chapter 3. Students Assessment of Quality Teaching
Chapter 4. Is There an Instructional Leader in the School
Chapter 5. Teachers Need More Supervision Not Evaluation
Chapter 6. Redefining Professional Development
Chapter 7. Movement and Learning in the Classroom
About the Authors
