Comparing Instructional Leadership and Rote Learning in US - 825 Words

Comparing Instructional Leadership and Rote Learning in the United States (Research Paper Sample) Content: Comparing Instructional Leadership and Rote Learning in the United StatesSubmitted by:Student NamesUniversityCourseProfessorDateIntroductionApparently, it is irrational to suppose that learners will become creative and critical thinkers if at all they are surrounded by teaching staff who are not creative or critical planners in any sense. There is the need for teachers for devise mind-tools which can be passed on to students to be engaged as models of critical and creative learning. Literature provides that even in the 21st century teachers rely highly on rote memorization while executing their teaching mandate (Mestry and Pillay, 2013). Unlike creative or critical thinking, learners are not fully engaged hence lack the most essential intellectual skills that are applicable in real life situations. The researcher intends to correlate this type of learning with instructional leadership within the context of United States curriculum .This research paper subsequently add resses this issue by proposing and integrating a strategy that will intervene to offer a perfect solution to this issue. The collected data is equally analyzed to come up with a perfect results and eventually suggestions offered based on the findings. The study employs two theories as away of supporting the problem and coming up with an eventual solution.Problem definitionIn instructional leadership, the teachers are more concerned with fostering the success of each and every student by aiding them in classroom settings (Mestry and Pillay, 2013). The researcher defines instructional leadership as a control procedure in which leaders (particularly principals) categorize a path for the school, motivate learners, teachers, and harmonize school and classroom-founded approaches aimed at perfecting teaching and general learning outcome. The current framework utilized in a wide range of U.S. schools and curriculum entails development, communication, implementation, and evaluation of a sha red vision of teaching and learning that leads to school improvement. The researcher finds this strategy not as effective since neither does it offer student reflection nor critical thing, hence the need to propose and implement an interventional strategy as a way of alleviating this learning intricacy. It is on such grounds that the researcher proposes the following theories in alleviating the prevailing problem: endorsing professional progression, and; engaging teachers to facilitate reflection and critical learning.Investigational approachIn order to have this issue handled accordingly, the researcher proposes two tentative approaches in achieving the two identified themes. Firstly, through integrating a Reciprocal-effects model, the researcher deems to assess how feasible endorsing professional progression and; engaging teachers to facilitate reflection and critical learning can be. This model does not only incorporate studentsà ¢Ã¢â€š ¬ and learnersà ¢Ã¢â€š ¬ achievement but exemplifying the reciprocal relationship among the schoolà ¢Ã¢â€š ¬s management and the studentà ¢Ã¢â€š ¬s achievement or failure.Secondly the researcher proposes a 7-key creativity model in overcoming this issue. The model is as follows:Problem identificationProblem definitionIntegration of ideasEvaluation of ideasObtaining solutionsImplementation of the strategyStrategy adoptionFigure 1: 7-key creativity modelThe researcher engaged an intervention program as well as open-ended questionnaire in assessing the qualities (such as goals, strategies, attitudes, and behaviors) of school principles and teachers that affect the learning outcome. The researcher proposed an ATEPICT (Account of Tactics Engaged by Principals to Influence Classroom Teaching) approach in executing this objective, as well as providing possible solutions to the key research question: what qualities (such as goals, strategies, attitudes, and behaviors) of teachers and school principals tend to positively affect t he learning outcome?Implementation strategyThe sampled participants were the Georgiaà ¢Ã¢â€š ¬s elementary schools teaching staff and the ATEPICT acquainted them of the study topic. This sample would effectively represent the general context of United Statesà ¢Ã¢â€š ¬ schools. The 7-key creativity model was used as an intervention program to selected students, and encouraged to integrate within their learning processes with the help of their teachers.The research tool introduced the study topic, asked for background information of the participants, and required participants to offer an explicit description of a single quality of a fellow colleague and the principal with whom he/she has had worked with during their career with the school. The participants were equally asked to offer a detailed description regarding the impact of principalà ¢Ã¢â€š ¬s attitudes towards learning instructions, apparent objectives, and the efficacy of principalà ¢Ã¢â€š ¬s attitude towards instructiona l learning. 200 teachers and 20 principals were engaged in the study, with the principalsà ¢Ã¢â€š ¬ history with the school being highly stressed upon. The teachers were again categorized according to their educational level and subjects taught.Data collection and ResultsQuestionnaire was the tool engaged in data collection, which had initially been tested for robustness and accuracy prior its engagement. Identical to issues within rote learning, instructional leadership in Georgia was equally characterized with various problems particularly in its full execution and inte...