Instructional Management:

Instructional management is defined as those events and procedures involved in the decision to initiate a specific activity for an individual student. A way to keeping a student motivated and ensuring academic growth is through effective instructional management.  Many teachers as well as myself believe that a way a lesson is presented, the pace the information is given, how important the content appears, and student participation are some of the key components of instructional management. According to Doyle (2002), "today's education leader, whether the leader of the school district, the school building or the classroom, must change data into knowledge, transform knowledge into wisdom and use wisdom as a guide to action.

​

As one continues to think about instructional management it is nearly impossible to overlook the teaching skills of the teacher.  Teachers must be highly diverse in planning for instruction and delivering instruction. Additionally, having objectives and goals established will ensure that there is a purpose or reason for the specific activities that are given to the learner. 

​

Differentiated instruction is a universal way that addresses many needs of students.  Although it can be time consuming, it helps finds ways of how a student can grow.  The great thing about differentiated instruction is that it can be used in any classroom setting from the earliest learners in pre-school and kindergarten all the way up through adult learners. Understanding that everyone may not be on the same level is key component to instructional management and this is why differentiate instruction is a sub component to instructional management.

​

What is Your Teaching Style?

​

• Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way presentations. Students are expected to take notes or absorb information.

​

• Demonstrator, or coach style

The demonstrator retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to know.

​

• Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.

​

• Delegator, or group style

The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.

​

• Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teachers’ personality and interests with students’ needs and curriculum-appropriate methods.

​

My teaching Style is...................Facilitator or activity style.

​

References

Doyle, D. (2002).  Knowledge-based decision making: Moving beyond intuition through data-laced wisdom leading to informed

           actions.  The School Administrator.  Retrieved February 22, 2010, from: http://www.aasa.org/

           SchoolAdministratorArticle.aspx?id=9542&terms=data based decision making

Coach 4 Growth. (2007). Leadership vs. management: What are the
             characteristics of a leader and a manager.  Retrieved February 8, 2010, from: http://www. coach4growth.com/good-                              leadership-skills/ leadershipvmanagement.html

"What Is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom."

             Concordia Portland Online. N.p., n.d. Web. 13 Oct. 2016.

​

Instructional Management: Core Competency

• demonstrate an understanding of research of learning and instructional strategies;

• describe and apply research and best practices on integrating curriculum and resources to help all learners achieve at high levels;

• demonstrate the ability to utilize data for instructional decision making;

• demonstrate the ability to design appropriate assessment strategies for measuring learner outcomes;

• demonstrate the ability to implement alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications;

• demonstrate the ability to be responsive to the needs, interests and abilities of gifted and talented students;

• demonstrate the ability to identify appropriate school structures and resources for gifted and talented students;

• demonstrate the ability to appropriately use technology to support instruction.