Improving Instructional Quality in Jewish Day Schools and Yeshivot ...

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all. “We are never asked for what we really need and want.”When asked about time spent in instructional dialogue withsupervisors or fellow teachers, he replies, “My principal does talkwith me but not about teaching; he loves basketball and he knowsI do too, so when meet all we talk about is the latest game or theMiami Heat’s LeBron James.”Extant research and anecdotal evidence indicates that manyJewish schools have been unaffected by these recent cutting-edgepractices in instructional leadership (Feuerman, 2002, 2009;Gorsetman, 2005; Greene, 2008; Schick, 2007; Spotlight on Jewish DaySchool Education, 2003). 3 For instance, supervision of instruction inmany Jewish schools is performed perfunctorily, utilizing traditionalmethods of evaluative supervision and episodic utilization ofprofessional development. Research indicates that such practices donot encourage change in teacher behavior that results in studentachievement (e. g., Firth & Pajak, 1998; Glanz, Shulman, & Sullivan,2007; Glickman, Gordon, Ross-Gordon, 2008). A major purpose of thismonograph is to bring this current supervisory technology to Jewishday schools in order to underscore the vital role of principals andheads of school as primary instructional leaders who are charged,above all else, with promoting student learning (academic, social,interpersonal, etc.). The remainder of this Introduction will addressthe following topics:(1) essential assumptions about instructional leadership(2) key tasks of successful instructional leaders(3) vital aspects of instructional supervision within a professionallearning community(4) necessary theoretical frameworks for supporting efforts toenhance instructional quality(5) noteworthy commitments of Jewish day school leaders toproactively promote teacher qualityThe following assumptions, drawn from extant research in schoolsupervision and instructional leadership, underscore the importanceand vitality of instructional leadership:4
• The principal is the key player in the school building topromote student learning. It's not that students cannot learnwithout a principal for teachers are certainly most essential asfront-line educators in the classroom (Lieberman & Friedrich,2010). But, a specially-trained instructional leader serving asbuilding principal (or head of school) is vital in order toaccomplish deep, sustained, and school-wide achievement forall students (Leithwood, Seashore Louis, Anderson, &Wahlstrom, 2004; Lindstrom & Speck, 2004; Waters,Marzano, & McNulty, 2003; Zepeda, 2007). 4• High achievement for all students should be the major goal fora principal. A principal may possess charisma, increaseparental participation in school activities, raise funds for thePTA, interact well with the Board, organize meaningfulcultural events, or even possess great vision. However, thebottom line is that a principal first and foremost should beconcerned in activities that actively promote good teachingthat in turn promotes student learning. A principal cannot beconsidered successful unless high student achievement inacademic areas is achieved for all students (Brown, 2008;Cotton, 2003; Murphy, 2002; Pajak, 2006; Reeves, 2002;Scheurich & Skrla, 2003; Waters, Marzano, & McNulty, 2003).• Although other forms of leadership (i.e., cultural, managerial,human resources, strategic, external development, and micropolitical)are important (Mid-Continent Research forEducation and Learning (MCREL), 2001; Waters & Grub,2004), instructional leadership can never be simply delegatedto others. 5 Others serve as instructional leaders for certain, butthe principal plays an active and orchestrating role (Catano &Stronge, 2006).• The effective principal is knowledgeable and skillful in the artand science of instructional supervision and leadership(Marzano & Brown, 2009). 6Vignette: I recall my first several years of teaching in an urbanelementary school. The principal had an excellent reputation as an5
Page 1 and 2: Improving InstructionalQuality in J
Page 4 and 5: Appendix C: Assessing Your Role as
Page 6 and 7: others, involved in a cognate enter
Page 8 and 9: Weissberg, Walberg, & Wang., 2004).
Page 12 and 13: administrator. He was well-organize
Page 14 and 15: Sartoris, DiPrima Bickel, & Garnier
Page 16 and 17: grade conferences, etc., effective
Page 18 and 19: school’s teaching practices, the
Page 20 and 21: een made in the areas of science an
Page 22 and 23: learning is more likely to occur th
Page 24 and 25: content, and the need to ensure tha
Page 26 and 27: pattern.] I didn’t really realize
Page 28 and 29: constraints, increase in administra
Page 30 and 31: The Transformational Change Project
Page 32 and 33: that are not strategic, but episodi
Page 34 and 35: my personal involvement in work wit
Page 36 and 37: schools to even greater levels of s
Page 38 and 39: was: “Well, you know, finding tim
Page 40 and 41: called direct teaching), although e
Page 42 and 43: surprised when no one can answer
Page 44 and 45: RecommendationsI. Teaching1. Teache
Page 46 and 47: standards,” a significant opportu
Page 48 and 49: decide on an area or theme they’d
Page 50 and 51: • Reflective journaling - Another
Page 52 and 53: 3. Deep instructional improvement v
Page 54 and 55: Instructional leadership is about e
Page 56 and 57: 76). Teachers who employ instructio
Page 58 and 59: short answers to two questions. The
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may become involved in cooperative
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utilized within a differentiated le
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Research-Based Teaching Practices i
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curriculum? Schools, in my view, to
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learning objectives have been ident
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Developing curriculum at the planni
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4) Emphasize both the academic and
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An Overview of Best Practices in Su
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with practices best suited to promo
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dialogue and meaningful supervision
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• Ongoing - Too much of professio
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to do so. In fact, utilizing in-sch
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greatly to meaningful supervision a
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and amplified by James MacGregor Bu
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Leadership is predicated on the fou
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Citing Jim Collins (2002 cited by F
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Notes1. Before continuing, I sugges
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ubric of “professional developmen
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throughs, explains that according t
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members are not fully cognizant or
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AcknowledgementsI thank all the ind
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Bass, B. M. (1985). Leadership and
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Burke, P. J., & Krey, R. D. (2005).
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Downey, C. J., Steffy, B. E., Posto
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Fullan, M. (2005). Leadership and s
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Good, T., & Brophy, J. E. (2007). L
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Johnson, C. C., & Fargo, J. D. (201
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Marzano, R. J., & Brown, J. L. (200
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Popham, W. J. (2008a). Classroom as
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Shapira-Lishchinsky, O. (2009). Isr
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Tschannen-Moran, M., & McMaster, P.
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Annotated Works on Instructional Le
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This volume is an inspiring introdu
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you want to learn how to teach stud
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AppendicesAppendix A: Instructional
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Suggested responses:1. To be effect
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Appendix C: Assessing Your Role as
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SA A D SD 3. My spoken language as
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Domain 2: The Classroom Environment
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SA A D SD 13. I have a well-defined
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SA A D SD 13. I rarely desire to se
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20. This is a well managed school.
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Appendix F: Teacher Attitude Questi
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41. My colleagues and I usually dis
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