Instructional leadership may be described by those actions that the principal performs, or delegates to others, to promote growth in learners’ learning. This means that the principal ensures educational achievement by making instructional quality the top priority of the school. However, Fullan (2002:16) suggests that instructional leaders should spend most of their time dealing with curricular matters rather than administrative functions, and that they should at all times strive for excellence in teaching and learning with the sole
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purpose of improving learner achievement. Also, McNeill, Cavanagh and Silcox (2003:40) add that principals should serve foremost as instructional leaders in schools and that their commitment to instructional improvement should not only be strongly articulated, but should also be reinforced with experience in the classroom.
Literature reviews reveal several functions of instructional leadership of the principal (Glanz, 2006; Parker & Day, 1997; Fullan, 2002). These are:
• Managing curriculum and instruction
Research studies indicate that the principal as an instructional leader should ensure that the primary service that the school offers is instruction (Glanz, 2006; Northern & Bailey 1991). Therefore, it is imperative that principals have at least an awareness of all subject areas and the special needs of each. A broad knowledge base that allows the principal to help others carry out the mission of the school is essential. Principals should be able to provide information and direction to teachers regarding instructional methods, and they should be actively involved in and supportive of curriculum development.
• Supervising teaching
In addition, the principal as an instructional leader should play the role of clinical supervisor in the teaching and learning to further a proactive approach of staff development. Performance evaluation is retrospective, instructional leadership is prospective and is focused on what can be, not what was. An effective instructional leader provides opportunities for teachers to continue their professional development both on and off the school site, with the goal of developing within each teacher the qualities which will enhance learner learning (Fullan, 2002:17).
• Monitoring student progress
In summary, the principal as an instructional leader should provide a quality control check on the preparation of learners. Glanz (2006:xv) states that an effective instructional leader is familiar with a variety of ways in which student progress can be assessed and requires that these assessments be done on a regular basis. The principal should be able to clarify the meaning of outcomes
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when necessary. He/she should be able to competently review the results and use them to assist teachers, students and parents in developing strategies for improving performance. The principal, of course, cannot interpret every assessment given in a school building, but he should make it clear that the expected process of testing, interpretation and producing responses would be monitored.
• Promoting instructional climate
Glanz (2006:xv) states that when the atmosphere of the school is one that values learning and supports achievements, it is difficult not to learn. The principal is responsible for creating an atmosphere of educational excitement at all levels and for channelling the energies of learners and teachers in productive ways. The instructional climate of the school can be promoted in a variety of ways, including the provision of a safe and structured environment, child-centred activities and a pervasive understanding that a premium is placed on doing one’s personal best. All shareholders have great expectations for the learners. Even though a large body of research on instructional leadership supports the fundamental elements described above, instructional leadership remains one of the more controversial aspects associated with effective schools and effective school districts. There are still very few principals who can be described as instructional leaders. The reasons for this are multiple and include a resistance to change in the form of school reform, a reluctance to subscribe to the commitment of learning for all as opposed to learning for many, a tendency of the powers that be to appoint administrators who, like themselves, use traditional organisational management techniques, and the difficulty inherent in implementing all of the tasks associated with the principalship, regarding both management and leadership.
• The components of instructional leadership
The view held by this study is that the principal as an instructional leader should have certain competencies that would help him/her to be an effective leader. This is supported by Northern and Bailey (1991:25-26) who hold that
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there are seven professional competencies that principals as instructional leaders should have:
Visionary leadership – Only a clear vision of the future and a flexible blueprint for attaining that vision will equip instructional leaders adequately.
Strategic planning – This is a proactive model based on the administrator’s understanding of the dynamics of the organisation. An effective, excellent administrator will always have a good feel for the organisational pulse and temperature of individuals and groups.
Change agency – The effective leader must understand change and be able to implement it with minimal disruption. It is helpful for principals to know stages of change and also be aware of the leaders and blockers in the process so that roles can be properly assigned for successful adoption, implementation and institution of change.
Communication – Principals as instructional leaders must be master communicators. They must be able to communicate their expectations with clarity. Administrative presentations must be varied to accommodate the individual styles and unique experience of all listeners.
Role modelling – Instructional leaders must serve as models in all settings of the learning environment. The vision and the strategies for meeting expectations must be manifest in the behaviour of the principal. This includes modelling a variety of teaching styles in forums such as staff meetings and development sessions so as to demonstrate to teachers an awareness of the needs of listeners.
Nurturing – The principal must foster a positive school climate where it is safe to fail and reflection is encouraged. He/she must create a nurturing environment for the teachers and they, in turn, must provide the same for learners. In addition, the spirit of the school should be team oriented and co- operative both at the building level and in the classroom. The instructional leader should be sensitive to the needs of all shareholders, with an ability to not only to take note of but also to act on other viewpoints. The nurturing
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principal is also sensitive to the history of the organisation, knowing when to maintain the traditional and when to introduce the new.
Enabling change – Principals as instructional leaders are expected to perform beyond expectations because there must be constant progress in the teaching and learning. Principals as leaders must find ways to use those who are comfortable with the status quo and reject change. This means that change and development are the responsibilities of the principal.