Implications+for+instructional+leaders

//Implications for Instructional Leaders //  According to ISLLC Standard 1, “An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all learners” (CCSSO, 2008). To be sure, the emphasis on high stakes testing and measurable improvement for all students within our public schools necessitates that school leaders function as effective instructional leaders. In this regard, the effective use of instructional technology promises to support teaching and effect learning through authentic tasks most closely associated with social constructivism.  Vygotsky developed a learning theory called social constructivism based on a belief that students who are actively engaged in authentic learning activities will make connections and associations among old and new knowledge (Solomon, 2009). Vygotsky’s social constructivism suggests that students learn through interaction in groups and with each other; thus, through active engagement and dialogue with peers, students learn new ways of thinking and doing. Effective use of podcasting and screen casting provide rich and varied opportunities to engage students in knowledge construction and authentic learning. To this end, instructional leaders have a responsibility to support teachers as develop activites related to the use of podcasting and screen casting.  In addition to supporting teachers they develop activities related to the use of podcasting and screen casting, instructional leaders can provide opportunities for staff to engage in meaningful professional development related to the effective use of technology in the classroom. In this regard, staff development activities can utilize teacher-chosen, student-driven learning objectives to demonstrate how podcasts and screen casts can be effectively and authentically used in the classroom by all students. These demonstrations should be teacher-planned, teacher-assisted, and sustained over time so that teachers over time may effortlessly include the use of podcasts and screencasts as appropriate to meet instructional objectives. Finally, instructional leaders can support the use of instructional technology in the classroom, specifically podcasts and screen casts, by identifying teacher leaders in the building who have demonstrated success with this teaching modality. Effective instructional leaders promote fellow teacher leaders through collaboration, shared decision making, and active participation in professional growth activities.  