The kindergarten principal functions as both a leader and an educational supervisor within their institution. Their responsibilities are twofold: first, the organizational and administrative duties, which involve executing tasks in line with established systems and regulations, and second, the technical duties, which are educational and pedagogical in nature.

Educational studies indicate the profound impact of strategies for teaching pedagogies on students’ performance; the more effective the strategy, the better the students perform. Simultaneously, various factors influence the effectiveness of these strategies during planning and application, which are vital for teachers. These factors include student characteristics, content complexity and the learning environment.

The module draws on evidence and research-based practices for effective instructional leadership and how school leaders can actively support effective teaching and learning in their schools (examples of Big Ideas and Large Effects Instructional Strategies, Tom Corcoran, Consortium for Policy Research in Education (CPRE)-Teachers College, Columbia University).

Instructional rounds help school and educational leaders develop a shared understanding of what high-quality education looks like, enabling them to work collaboratively within a learning community to identify what schools need to do to improve education. Through instructional rounds, school and educational leaders learn about the effectiveness of their improvement strategies, determine the subsequent steps to achieve further improvements and refine strategies based on classroom observations. 

This workshop focuses on developing the knowledge and skills needed to evaluate and supervise instruction in schools. It focuses on the use of strategies such as observations, collaborative reflection, and adult-learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

This workshop is grounded in evidence-based and research-backed practices in effective educational leadership. It explores how school leaders can foster successful learning and teaching within their institutions. Examples include ‘The Use of High Impact Teaching Practices’ as highlighted by Tom Corcoran and the Consortium for Policy Research in Education at Columbia University. 

A school is a learning community comprised of students, teachers and administrators who work together towards a shared goal. Schools are characterized by open environments that encourage respect, cooperation and continuous learning at both individual and group levels. School administration plays a vital role in forming learning communities that sustain and renew knowledge. 

This transformative experience equips school leaders with the essential skills to conduct effective coaching and support sessions with teachers. It guides participants in a structured manner, enabling them to design sessions that encourage self-reflection and identify performance improvement strategies. This approach significantly contributes to professional development and enhances leadership skills and supervisory insights.

Learning difficulties, often without associated mental or physical disabilities, are a widespread issue affecting a significant number of students. These difficulties result in academic setbacks and reduced self-confidence, underscoring the need for teachers and parents to provide proper support.