The instructional leader ensures a student-centered school environment that provides and nurtures innovative learning experiences for all students to prepare them for success in life and empower all staff, parents, and students to collaboratively and deliberately use data to support every student's academic, social, and emotional growth. Competency Whether your role is an instructional coach, department chair, team leader, curriculum specialist, teacher-mentor, or any other role designed to support classroom teachers' growth and • Compare and contrast your current coaching model with the Continuum of Self-Reflection. The Instructional Leadership Series: The Continuum of Self A first step is creating a roadmap and a clear understanding of what is expected of a principal as an instructional leader. This should begin with principal leadership standards that emphasize growth, providing detailed, clear descriptions of the ways that principals engage in instructional leadership and build the capacity of others. These Instructional Leadership High performing leaders promote a positive learning culture, provide an effective instructional program and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators The High Performing Leader 1. Three-Dimensional Leadership Styles Developed by William Reddin The model (left) integrates the concepts of leadership style with the situational demands of a specific environment. Effective - when the style is appropriate to a given situation Ineffective - when the style is inappropriate to a given situation Page 119. Critical first steps in designing an effective instructional coaching program are to set student learning goals and to assess the gap between the goals and current student performance. These steps enable the school leader (or leadership team) to design an instructional coaching strategy that best addresses the gaps. Set clear, specific goals. The second sort involves taking explicit steps to engage with individual teachers about their own growth (Instructional Actions). they also said that teacher leaders have a responsibility to attend team-leadership meetings called by the principal. schools ranked in the bottom of the instructional leadership continuum for Factor 1 or Sharing protocols and processes, leaders ensure that teachers are not surprised by their supervision practices and engage in open conversation about the process. TEACHER DEVELOPMENT: Leaders believe teachers can develop new practices and expertise. Furthermore, they seek to support teachers' ongoing learning activities. to student growth across the school will be to develop the leadership capacity of everyone in the school. Lambert says: Viewing leadership as a collective learning process leads to the recognition that the dispositions, knowl- edge, and skills of capacity building are the same as those of leadership. Leadership capacity building, then, Effective integration of science practices in classrooms requires instructional leadership to support that change. Instructional leaders can include a variety of different individuals including, but not limited to, school principals, district leaders, coaches and lead teachers. The ILSP team is developing tools to support instructional leaders That's why we provide the Leadership Development Continuum Model.