Skip to main content

Instructional Leadership

Instructional Leadership Philosophy Statement
        As a principal, I will strive to be an instructional leader within my school.  I believe that principals should demonstrate a solid understanding of school- and district-wide literacy and numeracy systems.  In my opinion a team approach to instructional leadership will result in more beneficial outcomes for students than a top-down instructional management style.  I plan to tap into the leadership skills of my staff and select a team of highly qualified teachers to serve on a building level "Instructional Leadership Team."  Seaton, Emmett, Welsh, and Petrossian (2008) described this concept and the strategic framework for the team:

  1. Identify and implement a school-wide instructional focus.
  2. Develop professional collaboration teams to improve teaching and learning for all students.
  3. Identify, learn and use effective evidence-based teaching practices to meet the needs of each student.
  4. Create a targeted professional development plan that builds expertise in selected best practices.
  5. Re-align resources (people, time, talent, energy and money) to support the instructional focus.
  6. Engage families and the community in supporting the instructional focus of the school.
  7. Create an internal accountability system growing out of student learning goals that promotes measurable gains in learning for every student and eliminates achievement gaps.

        These instructional goals fit nicely within a Response to Intervention (RtI) model, a tiered service delivery framework that I intend to implement as a principal.  For more information regarding my instructional philosophy, please view my "Instructional Management Philosophy Statement" under the core licensure competency areas.

Seaton, M., Emmett, R.E., Welsh, K., & Petrossian, A. (2008). Teaming up for teaching and learning. Leadership, 37(3), 26-29.

A.  Instructional Leadership: Sub-Competency for Principalship

  1. demonstrate the ability to understand and apply school-wide literacy and numeracy systems;
  2. demonstrate the ability to understand and apply district-wide literacy and numeracy systems.


The following artifacts demonstrate my competency in the area of instructional leadership:

This artifact demonstrates my ability to understand and apply school-wide literacy and numeracy systems (A1).  This September, I had the opportunity to attend the RtI Leadership Summit in Rochester, MN.  I attended a series of sessions focused on strengthening mathematics at the secondary level.  Through attending this conference, I gained a better understanding of the components of an effective school-wide numeracy system.  I brought back what I had learned to my administration, as we continue to try to improve our programming in the area of mathematics at Chisago Lakes High School.

This artifact demonstrates my ability to understand and apply district-wide literacy and numeracy systems (A2).  By attending a Secondary Principals Meeting at the St. Croix River Education District (SCRED), I was able to witness firsthand the benefits of having such a forum for principals.  These meetings provide secondary principals not only with information related to literacy and numeracy systems at the secondary level, but district-wide.  In addition to having the opportunity to learn from other secondary principals within SCRED, secondary principals are made aware of different instructional programs taking place in their districts at the younger grade levels through reports from collaborative planners.  As an instructional leader, I think it is important for principals to have an understanding of the different systems used Pre-K through 12 to promote continuity and continuous growth in literacy and mathematics for our students.

Home | Contact Information | Professional Information | Core Licensure Competencies | Sub-Competencies for Special Education Director | Sub-Competencies for K-12 Principal | Sub-Competencies for Superintendent
e-Portfolio created with myeFolio