Principal as Instructional Leader, Research Paper Example

Abstract

Working in the position of principal at a school in modern society presents many unique and difficult challenges that are based upon the different elements of academic need and improved learning outcomes for all students. It is also expected that the principal must act as a leader, manager, and visionary in an effort to enable teachers to be inspired and to take direction in providing education and outreach to their students. Principals must also play the role of authoritative figure and disciplinarian, which is instrumental in their ability to be successful in balancing their workload and in supporting student growth and progression. These criteria are essential components of the ability of principals to be successful in each of their roles and responsibilities, and to enable students to achieve their own level of success and to reach their full potential in all study areas.

Table of Contents

1. Introduction to Topic
2. Literature Review, Using Educational References
3. Reflection Upon Topic
4. Summary
5. References

Introduction

The development of principals as leaders, managers, disciplinarians, and visionaries requires a significant level of teaching experience and the ability to serve in many roles as needed. Principals must act in a professional capacity at all times, and must also demonstrate the ability to achieve desired objectives through strategic planning and a strong vision for how a school should operate. Principals have many daunting tasks in front of them on a daily basis, as they must adhere to state and federally mandated educational standards, work with teachers in regards to curricular needs and unforeseen problems, provide an example of leadership and guidance to teachers, students, and their parents, and must also support the different demands of the position to promote personal and professional growth. Therefore, it is expected that principals must possess the ability to be organized, to accept challenges, to make decisions, to discipline as required, and to support the overall mission and vision of the school in promoting academic excellence. The following discussion will address these challenges and emphasize the importance of different concepts and considerations that shape successful principals in the 21^st Century. These elements contribute to the ability of students to achieve excellence in their own academic pursuits, and to enable principals to serve as an example of compassion, enthusiasm, and most importantly, leadership.

Review of Literature

The role of principal in today’s society reflects many concerns and needs, which vary from school to school and from system to system. Valentine and Prater (2011) note that a principal must serve as a leader, one who is capable of transforming the organization and its students to achieve success. Therefore, it is important for principals in this capacity are provided with the tools that are necessary to achieve these objectives, using a variety of leadership-based principles and concepts to ensure that school operations run smoothly, and to provide students as well as teachers with access to the tools that will provide them with success in their educational and teaching endeavors (Valentine and Prater, 2011). In this context, it is important to recognize some of these concerns and how they contribute to effective outcomes, and in shaping the different degrees of leadership and perseverance that are required of all principals (Valentine and Prater, 2011).

One of the most important areas of the principal role is that of instructional leader, which embodies a greater sense of purpose and discovery within this capacity (Deike, 2009). These efforts are particularly relevant because they demonstrate a principal’s ability to be effective in a variety of situations, and in supporting the demands of teaching in a complex educational environment with limited resources (Deike, 2009). In this capacity, principals seek to provide their students with the tools that are necessary to maximize their educational experiences, while also considering other means of improving their academic success (Deike, 2009). Therefore, principals must work in conjunction with teachers to enable students to emphasize positive behaviors that will expand their growth and breadth of knowledge (Deike, 2009).

In exploring the concept of instructional leadership even further, it is necessary for principals to let go of some of the daunting daily tasks of a school as a bureaucratic monster and to resume their focus on the primary task at hand: educating deserving students to maximize their success (Jenkins, 2009). These elements are essential in order to improve upon existing frameworks and to enable principals to be aware of current and emerging trends in education that are likely to shape their students’ level of progress and performance in different ways (Jenkins, 2009). These efforts also provide principals with a basis for exploring new forms of learning that will capture and retain students’ interest, which is a very difficult task to accomplish in a world of many distractions (Jenkins, 2009). Therefore, principals must be able to effectively communicate with teachers and students to achieve their desired expectations from an instructional point of view (Jenkins, 2009).

Brown et.al (2010) emphasize the importance of instructional leadership as a means of expanding a “shared vision and common purpose,” each of which reflect a means of expanding knowledge and resources to students and teachers. This requires principals to be receptive to teacher ideas and recommendations as a method of improving instructional outcomes for students (Brown et.al, 2010). These efforts are also important because they provide a basis for the exploration of other ideas that are instrumental in improving student academic and personal growth through effective instructional methods and tools (Brown et.al, 2010). It is expected that these efforts will support the ever-increasing demands of today’s school systems as resources are increasingly limited.

Finally, the role of a principal as an instructional leader also requires a framework that is dependent upon the ability to impart to teachers that their manner and their choices as instructors must be effective in supporting students’ academic growth (Jenkins, 2009). These efforts are essential because they demonstrate the ability of principals to overcome bureaucratic obstacles in favor of improving student learning above other priorities (Jenkins, 2009). Although this area is quite promising, it is not met without its challenges, as principals face challenges of their own in their efforts to dig deeper to understand how instruction is taking place within their schools (Grigsby et.al, 2010). Therefore, a principal’s approach must be based upon the knowledge of the field and the ability to overcome specific obstacles that may curtail effective instruction due to disciplinary problems, lack of interest, or lack of resources, amongst other reasons (Grigsby et.al, 2010). Above all else, principals must make instructional methods a critical priority in their leadership plan (Grigsby et.al, 2010). Furthermore, principals should maximize their efforts accordingly to ensure that the needs of their students are identified and expectations are realistic (May and Supovitz, 2011).

Reflection and Summary

An exploration of the role of principals as instructional leaders proves that it is essential to focus on how principals spend their time on the job in providing guidance to students and teachers. Since there is always a chance that there could be a significant disciplinary problem or dilemma, it is likely that principals who develop a strategy to overcome these obstacles are more likely to be successful in an instructional capacity.

It is important for principals to recognize their strengths as well as their limitations, and to develop a strategic approach that will encourage their professional growth in this capacity to ensure that their needs are met. When principals are aware of the tools and strategies that are required to achieve success as instructional leaders, it is necessary to determine how different resources might be useful in enabling them to fulfill this role successfully.

First and foremost, students must always remain the top priority with these objectives, and they should be provided with the best possible curricular choices, given any resource-based constraints or limitations. When these objectives are realized, then it is possible for principals to be successful in this capacity and in shaping the lives of their students at the desired level. An effective plan of communication and an open approach to teacher-based ideas and concepts is essential in order to achieve the desired results in this capacity, and in shaping the lives of students in a positive manner. Principals must learn to balance this role with their other responsibilities in an effort to achieve a leadership capacity that is grounded in commitment, compassion, and excellence as they prepare students for the challenges that lie ahead.

References

Brown, C., Holewinski, A., and Jones, D. (2010). Key elements of instructional leadership. From Center for Educational Leadership & Accountability Doctoral Program, St. John’s University, Oakdale, pp. 1-28.

Deike, M.A. (2009). The principal as instructional leader within the context of effective data use. From The University of Texas at Austin in Partial Fulfillment for the Degree of Doctor of Education, pp. 1-184.

Grigsby, B., Schumacher, G., Decman, J., and Simieou, F. (2010). A principal’s dilemma: instructional leader or manager. Academic Leadership: The Online Journal, 8(3), retrieved from

http://www.academicleadership.org/article/print/A_Principal_s_Dilemma_Instructional_Leader_or_Manager

Jenkins, B. (2009). What it takes to be an instructional leader. Principal, 88(3): 34-37.

May, H., and Supovitz, J.A. (2011). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2): 332-352.

Valentine, J.W., and Prater, M. (2011). Instructional, transformational, and managerial leadership and high student achievement: high school principals make a difference. NASSP Bulletin, 95(1): 5-30.