Chapter 7: Learner-Centered Instructional

Leadership and Management

Presented by
William Allan Kritsonis, PhD
Domain Key Concepts: Curriculum,
Instruction, Staff Development
Competency 005
The principal knows how to advocate,
nurture, and sustain an instructional
program and a campus culture that are
conducive to student learning and staff
professional growth.
Facilitate the development of a campus
learning organization that supports
instructional improvement and change
through ongoing study of relevant
research and best practice.

Principals are always reading,

researching, attending conferences,
visiting other campuses or participating
in discussions with other professionals.
Facilitate the implementation of sound,
research-based instructional strategies,
decisions, and programs in which
multiple opportunities to learn and be
successful are available to all students.
Being a leader on the campus means to
find new ways to assist every student,
motivated or not, to learn.
Create conditions that encourage staff
members, students, families/ caregivers,
and to community to strive to achieve the
campus vision.
Always encourage others in positive ways
to think outside the box, to take risks, and
to respond to and appreciate diversity of
backgrounds and experiences are all
examples of nurturing the campus vision.
ENCOURAGE ALL STAKEHOLDERS!
Ensure that all students are provided
high-quality, flexible instructional
programs with appropriate resources
and services to meet individual student
needs.
Every student receives a high quality at
all-times!
Use formative and summative student
assessment data to develop, support,
and improve campus instructional
strategies and goals.
An effective tool for measuring the
amount new knowledge acquired
during a determined amount of time.
Facilitate the use and integration of
technology, telecommunications, and
information systems to enhance
learning.
Technology must integrated into all
parts of planning, curriculum,
instruction, programs, and into the
facilities.
Facilitate the implementation of sound,
research-based theories and techniques
of teaching, learning, classroom
management, student discipline, and
school safety to ensure a campus
environment conducive to teaching and
learning.
It is the responsibility of the principal to
facilitate the implementation of student
discipline with consistency and fairness.
Facilitate the development, implementation,
evaluation, and refinement of student
services and activity programs to fulfill
academic, developmental, social, and
cultural needs.
Work collaboratively with your students,
faculty, staff, and community to find new
and innovative ways to involve and
engage as many people as possible.
Analyze instructional needs and allocate
resources effectively and equitably.
Must pinpoint specific instructional
needs and allocate resources (Data
driven).
Analyze the implications of various factors
(staffing patterns, class scheduling
formats, school organizational structures,
students discipline practices) for teaching
and learning.
By analyzing the contextual implications of
various factors (societal, family,
socioeconomic, language, etc.) of teaching
and learning, informed, intelligent,
proactive decision making can occur.
Ensure responsiveness to diverse
sociological, linguistic, cultural, and
other factors that may affect students
development and learning.
Educators who do not have strong
convictions about responding to
anything that affects students
development and learning should look
for a new career.
 The principal is the shepherd of the school,
advocating, nurturing, and sustaining everything
that affects student learning and staff
professional growth.
All students, regardless of any factors, must have
multiple research-based opportunities to and be
successful.
Technology should be integrated everywhere
Respond appropriately to anything with the
potential to affect students in any way.
Sustain the stewardship of student and staff
success.