Complete Parts I–III below to evaluate the instructional systems in your educational setting through a leadership lens and develop a strategic leadership plan to support the planning, development, and implementation of instructional improvements.
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Part I: Evaluation
Evaluate the current instructional systems in your educational setting using Standard 4, “Curriculum, Instruction, and Assessment,” of the Professional Standards for Educational Leaders, 2015 from the National Policy Board for Educational Administration (NPBEA).
Identify at least 3 critical improvements that need to be made to the instructional systems in your educational setting.
Part II: Planning
Conceptualize a strategic leadership plan that focuses on explicating, communicating, supporting, and monitoring a series of critical improvements to the instructional systems in your educational setting. Your plan must also provide recommendations to drive the planning, development, and implementation of your strategic priorities.
Recommendation areas include:
Distributing leadership or establishing collaborative structures
The use of institutional data and evidence-based research
Professional development/capacity building
Note: The purpose of this strategic leadership plan is not to demonstrate how you would improve the instructional systems in your educational setting. Rather, the purpose is to demonstrate how you would lead others (i.e., explicating, communicating, supporting, and monitoring) in the planning, development, and implementation of continual improvements to instructional systems.
Part III: Reporting
Prepare a 1,750- to 2,450-word report that outlines your evaluation process, discoveries, and the details of your leadership plan.
Consider the following questions when discussing the contents of your report:
What evaluation process did you use? Why?
What did you discover from your evaluation (themes,relationships, trends, etc.)? How did you narrow and prioritize your discoveries?
What factors influenced your selected improvements? How will you justify your selections?
What are the implications to your educational setting? To the broader educational system?
How are the underlying problems/improvement areas supported by peer-reviewed literature?
How will you communicate the strategic priorities/improvements to staff? What barriers do you anticipate? What is your plan for mitigating barriers? How will you justify your decisions?
Note: Your report should use a combination of narrative (first person) and scientific (third person) writing styles. General formatting should follow APA guidelines.
Support all assertions and related decisions with peer-reviewed literature. Your report should include a minimum of 10 peer reviewed sources.
Submit your assignment.
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Part I: Evaluation
In my educational setting, the current instructional system has some shortcomings that have thwarted the attainment of academic rigor – establishing high standards, providing the needed instructional support, and measuring achievement – thus students (learners) are not readied enough for life beyond school. The current instructional system makes it difficult to keep up with student needs and changing times. The focus, therefore, should be on making changes or improvements to the instructional system and educational rigor, especially in the curriculum (what is thought), instruction (how it is thought), and assessment (determining effectiveness level) (Bryson et al., 2018). From the leadership lens, the current instructional system in my educational setting requires an overhaul followed by introducing the needed educational rigor, especially in the curriculum, instruction, and assessment. Therefore, from the leadership perspective, it is important to imagine content, deliver, and test it as individual standard 4 aspects may have a limited view of the entire process of education.
In this case, there are critical improvements that should be made to the instructional systems in my educational setting. One of the improvements is to adopt or embrace technology as a tool that has to be integrated into education in every critical academic area. For instance, the embedding of technology into the classroom curriculum facilitates a paradigm shift. This means lessons and learning cease being teacher-centered and, instead, become more student-centered (Hadfield & Ainscow, 2018). According to Brorstrom (2019), wireless capabilities, high-speed networks, and modern tech devices facilitate collaborative learning. In my educational setting, by encouraging collaborative learning with the help of technology, real collaboration can be realized, especially at the design stage, when technology specialists and tutors establish learning outcomes and curriculum together.
Secondly, technology, as a tool, can be adopted within my educational setting by educators to improve the curriculum rigor as it advances instruction. For instance, the learners can be forced to think through various problematic instruction steps to boost the curriculum rigor in terms of accelerating the high-order thinking skills like evaluation, analysis, and synthesis (Nevenglosky et al., 2019). The tool also provides further instructional support for students requiring more scaffolding within the educational setting. Darling-Hammond et al. (2020) added that the maintenance of high expectations for every student should be attained regardless of the learning giftedness or difficulty. Therefore, the technology would allow flexibility and customization of assignments and lessons within the classroom learning. At the same time, improvements using technology facilitates the formative and summative collection of data that allows for the creation of better classroom assessment to determine the level of learning within the classroom setting.
Thirdly, improvements made should be on the contextualization of information in instructional design. Bryson et al. (2018) emphasize that students can relate new data/information and theoretical frameworks with that which they already are known can result in the students learning faster. In this case, multiple examples can be used to access assistance from varied, available information. The data used can facilitate a better understanding of the different backgrounds among students to determine specific situations targeted at realizing better learning experiences among learners in my educational setting.
Part II: Planning
The strategic leadership plan will focus on the planning, development, and implementation of continual improvement to instructional systems within the educational setting. To accomplish these essential systems, it is important to collect and assess data to establish the specific needs, as well as monitor curriculum and instruction to ensure the identified areas have been | GET AN EXPERT FOR YOUR ASSIGNMENT | of the recommendations comprises using institutional data and evidence-based research to advance various aspects of the strategic leadership | GET AN EXPERT FOR YOUR ASSIGNMENT | leadership plan will focus on using data/information to make instructional decisions, monitor the functionality of curriculum and instruction (Bryson et al., 2018), and establish and lead a learning community to take advantage of the improvements identified above.
To begin with, part of the strategic plan will be to use data to make instructional decisions. Without meaningful data/information, it is difficult to monitor and evaluate the effectiveness of various initiatives established within the educational setting | GET AN EXPERT FOR YOUR ASSIGNMENT | development, and implementation of continual improvement to instructional systems will be realized by using institutional data and evidence-based research to establish whether or not these systems meet the intended goals before making any decisions | GET AN EXPERT FOR YOUR ASSIGNMENT | the plan will comprise using the data to ensure the tutors within the educational setting maintain a consistent focus on the improvement of learning and teaching.
Strategic leadership becomes effective when it is data-driven in terms of making decisions. In this case, the plan will focus on collecting information that identifies areas of improvement in the instructional | GET AN EXPERT FOR YOUR ASSIGNMENT | will be realized by establishing collaborative structures targeted at modeling expected behaviors, engaging in staff development, and prioritizing instructional | GET AN EXPERT FOR YOUR ASSIGNMENT | will also be introduced to ensure instructional time is protected by getting rid of issues that potentially distract instructors from joining forces to realize assigned instructional possibilities.
The last recommendation that would potentially increase the prospects of the strategic leadership plan is professional development/capacity building within the educational setting. In this case, the plan will focus on building networks for | GET AN EXPERT FOR YOUR ASSIGNMENT | capacity building means identifying the predominance of isolated individuals (teachers) within the education setting, and their lack of coordination before establishing an instructional system that will comprise teaching and learning programs unified with the same | GET AN EXPERT FOR YOUR ASSIGNMENT | development strategies will be used as part of the plan, and it will comprise, first, identifying specific pillars to provide guidance. These pillars are outlined below:
- Shared community vision.
- Collaborative action.
- Evidence-based decision-making.
- Investment and sustainability.
Through professional development, the strategic leadership plan will be to facilitate cross-sector stakeholder interaction and engagement to build a consistent approach prior to using available data to make decisions. Evidence-based decision-making will be realized by using a central data instructional system to determine the current position before establishing outcome measures. Collaborative action will also be part of the plan to identify specific activities and practices demonstrating an impact on the intended outcome by testing after prototyping before identifying and benchmarking best practices.
Part III: Reporting
The evaluation process that was evident in developing the leadership plan comprised involved the documentation of how the program or plan would bring changes to the educational setting following a series of proposed improvements. The possibility of the plan registering a high evaluation score would draw questions as to whether the improvements bring expected changes. As emphasized by Hadfield & Ainscow (2018), the distinctive characteristic schools have in terms of their instructional evaluation system is that their leadership team is able to identify practices that either shows sufficient or insufficient evidence of effectiveness.
From my process evaluation, I determined that some trends were effective than others; for instance, collaborative trends proved effective, especially in the monitoring curricula and instructional | GET AN EXPERT FOR YOUR ASSIGNMENT | established that leaders are able to influence constant monitoring of instructional processes and systems within the educational setting, thus resulting in making specific | GET AN EXPERT FOR YOUR ASSIGNMENT | collaborative trends also influence the cultures of different educational settings, especially when the leadership requires close scrutiny before establishing curriculum standards after reviewing formative assessments and learning/teaching resources.
At the same time, after my evaluation, I established that the nature of relationships between various stakeholders within the educational setting influences the need for intermittent | GET AN EXPERT FOR YOUR ASSIGNMENT | relationship between the teaching team and the school leadership influences the level of trust | GET AN EXPERT FOR YOUR ASSIGNMENT | in the educational setting determine the existing level of trust prior to deciding whether or not to support and nurture teacher development, | GET AN EXPERT FOR YOUR ASSIGNMENT | involves providing feedback targeted at helping teachers improve. I determined that this is often the case when leaders in the educational setting exercise their leadership collegiality. Accordingly, I narrowed and prioritized my discoveries by adopting the three specific dimensions – planning, implementing, and monitoring – of strategic planning | GET AN EXPERT FOR YOUR ASSIGNMENT | used a monitoring score to establish the current teaching strategies, level of student performance, and leadership practices before determining the specific improvements to be made in instructional systems. At the same time, using the evaluation…