As the society becomes more and more dependent on technology, formal education has risen to occupy the essential needs cluster. Education institutions are being pushed to prepare learners for a complicated workplace characterized by immense competition and dynamism. For schools to provide high-quality education, educators must rely on the provided curricula which define the expected learning outcomes as well as the competencies that students should demonstrate before advancing to the next level. On 15th August 2018, I interviewed a principal and examination coordinator from School X. The objective of this interview was to understand the strategies that are being undertaken to strengthen curricular programs which ultimately improves the quality of education. Even though the interviewees worked in the same institution, it was crucial to gain personal views, and thus the interviews were conducted separately. This paper provides a summary of the interviews by focusing on the correlation between the institution’s mission and vision, continuous improvement plans (CIP) and, the instructional leaders’ views on intervention strategies and the textbook selection processes.
The interviewees made it clear that the school’s vision and mission statement provided a framework for making instructional decisions. By establishing the framework, the leaders were able to identify areas that need improvement and facilitate positive reform which entails motivation of all the involved parties to ensure that students receive a quality education while teachers and staff get a chance advance in their specialties (Steiner & Kowal, 2007). The principal and exam coordinator emphasized the essence of improving classroom instructions to create an inclusive and interactive environment where learners are given the opportunity to provide their views thus meeting the school’s mission which is ‘ to provide a safe environment where every person is respected and valued .’ The institution’s vision is ‘ to empower learners to be problem solvers in the global setting.’ Therefore, all instructions are geared towards supporting personal growth, social awareness and, civic responsibility.
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All school instructions are meant to foster continuous improvement in terms of the quality of learning. The interviewees revealed that the school’s continuous improvement plan was based on data on internal as district assessments. After analyzing students’ performance using various assessment tactics, the instructional leaders use the result and individual teachers’ views to adjust teaching/learning instructions accordingly. In other words, assessments are used to identify areas of weakness and strength offering the team a sense of direction on the modifications that should be carried out to improve learning (Hanover Research, 2014). Furthermore, the assessment enables teachers to determine whether the teaching strategies being employed are viable in terms of its inclusivity to abide by the ‘No Child Left Behind’ policy. After carrying out the thorough assessment, the results are analyzed, and teachers are involved in setting goals and devising strategies to attain them. These strategies encompass the techniques employed in delivering lessons and periodic evaluations to review the effectiveness of the methods being used.
When the interviewees were asked about curricular decisions that are specific to intervention strategies and selection of textbook the answers were quite straightforward. Both interviewees hinted at the need of the teacher to define the goals/objectives that he/she opts to achieve through the specified instructions. Since the lessons are meant to equip learners with both knowledge and skills, the educator should also define the skill set that the learner(s) should have by the end of the lesson. Therefore, instructions should be devised around the districts as well as the teacher’s standards. Clear definition of objectives enables the educator to devise strategies to maximize learning and identify resources that would enable him/her to attain the specified goals.
In general, the interview demonstrated that the school mission and vision statement form the basic goal and strategy formulation and implementation. Additionally, vision and mission set a framework that governs change which is essential in ensuring continuous improvement. In conclusion, instructional leaders act as coaches who devise tactics to maximize learning thus allowing the institution to realize its vision.
References
Hanover Research. (2014, October). Best Practices for School Improvement Planning. Hanover Research , pp. 1-29. Retrieved from https://www.hanoverresearch.com/media/Best-Practices-for-School-Improvement-Planning.pdf
Steiner, L., & Kowal, J. (2007, September 23). Principal as Instructional Leader: Designing a Coaching Program That Fits. Reading Rockets . Retrieved from http://www.readingrockets.org/article/principal-instructional-leader-designing-coaching-program-fits
