Improving Instructional leadership Through Strengths-Based Principles

Abstract

The purpose of this paper is to highlight the role of instructional leadership with the role of strength based approach. The author presented cases in the work to give better understanding of the work. The focus is on the specialist that involved in the educational field because highlighting the role of instructors in educational field basically targeted by the leadership skills. The leadership skills very important in the instructors because it is all about transforming an ordinary student from a normal human being to a well organized and effective leader of the future.

Improving Instructional leadership Through Strengths-Based Principles

Introduction

Since that change educational or teaching has become more important in higher education institutions, the conceptualization of this subject has increased dramatically. Inspired by a large number of articles on change in the business, educational research provides strategies, tips, action plans, etc.. Which should lead to success when someone wishes to engage in such changes? In addition, several authors have defined the concept of change, agreeing in general on the idea that it is a process rather than an event, a transition from a present situation to a desired situation and the process is executed according contradictory forces or resistance to change and acceptance. Fortunately, these efforts have also provided concepts making the idea of change - and more specifically the successful change - more tangible and workable. Currently, the concept of "sustainable change" is widespread. Sustainability does not simply mean that something will last. It addresses how particular initiatives can be developed without compromising the development of others in the immediate environment and, now and in the future". In acknowledging the polymorph of educational change, the idea of "sustainable change" is totally usable (Marzano, 2003). It can identify the many challenges to face when educational change is made, as the assurance of maintaining the continued availability of resources and the elimination of any negative influence on the educational environment as a whole. Therefore, in this chapter, lasting change is retained as a conceptual framework.

Discussion

Leaders; Emerging Role

In recent decades, many forces of change have emerged, including increased demand for public accountability and vigorous competition among institutions of higher education. They pushed the teacher-researchers and their institutions to adopt a critical stance toward the quality of education. In this spirit, the need for benchmarks throughout the complex process of educational change is increasingly felt. Of course, there are institutional leaders, official positions, who initiate or support change in a governance perspective. Their contribution may include directing efforts to shift to long-term goals they have formulated. These goals provide the resources and establish a policy that support change efforts. They can provide the organizational framework that allows faculty to initiate and implement changes to benefit the organization. However, faculty members' guide to lasting change also requires an educational guidance, provided by educational leaders and change agents (Marzano, et., al., 2005). Referring to educational leaders, various types of actors that can fill this role are highlighted. If for some, the change in teaching is the main occupation, others are mandated to control a specific educational change ...