Topic Progress:

UNPACKING ESSENTIAL FUNCTION 4: INSTRUCTIONAL LEADERSHIP

Mind Frames of High-Impact Leaders

Hattie identified seven mind frames that “inform high-impact instructional leadership” (Hattie, 2015). Instructional leaders intentionally spend the majority of their time engaged in key actions critical to development of areas of instructional focus.  Most importantly, these leaders evaluate their impact and work collaboratively with staff to make appropriate changes that will lead to greater student outcomes. The seven mind frames are as follows.

  • Understand the need to focus on learning and the impact of learning
  • Believe their fundamental task is to evaluate the effect that everyone has on student learning
  • See themselves as change agents
  • See assessment as feedback on their impact
  • Understand the importance of dialogue and listening
  • Set challenging targets
  • Welcome errors

link Part of being a good building leader is also understanding which teacher beliefs are influential. Read more about those here.

Leadership and Application of Research

Instructional Tasks

  • Schedule time for targeted, job-embedded professional development on non-content, research-based, key instructional practices to help teachers improve
  • Meet with collaborative teams
  • Ensure that teachers work collaboratively and support each other
  • Engage in classroom walk-throughs

Managerial Tasks

  • Manage budgets
  • Create master building schedule
  • Mange building personnel
  • Manage building processes (lunch, bus, master schedules, etc.)
  • Manage student discipline

How do you spend your day in terms of time spent on instructional versus managerial tasks? (Examples of each are listed above.) Spend a few minutes reflecting on what your typical day looks like. Think through your day from when you first arrive at school to when you leave. Below is a link to a handout. On the handout, write down the tasks you have identified as either instructional or managerial. Use your calendar and/or planner to remind you of tasks. Tally the Management and Instructional tasks listed to show a percentage of your time spent in each management style. Repeat this exercise a few times over the next weeks to see if the percentage stays the same or changes. Reflect on how your time is being spent and consider changes to make your use of time more effective.

What percentage of your day is instructional-focused compared to managerial-focused?

How do you spend your day in terms of time spent on instructional verses managerial tasks? (Examples of each are listed above.) Spend a few minutes reflecting on what your typical day looks like. Think through your day from when you first arrive at school to when you leave. Below is a link to a handout. On the handout, write down the tasks you have identified as either instructional or managerial. Use your calendar and/or planner to remind you of tasks. Tally the Management and Instructional tasks listed to show a percentage of your time spent in each management style. Repeat this exercise a few times over the next weeks to see if the percentage stays the same or changes. Reflect on how your time is being spent and consider changes to make your use of time more effective.

What percentage of your day is instructional-focused compared to managerial-focused?

Word Use this handout to list out your instructional and managerial tasks.

Coaching Companion

Online Article: What it takes to be an instructional leader. Jenkins, B. (2009).

Online Article: 4 dimensions of instructional leadership: Instructional leadership framework 2.0. Center for Educational Leadership (2015).