Instructional leadership 05.26.

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INSTRUCTIONAL LEADERSHIP: AN EMERGING STRATEGIC AGENDA FOR

IMPROVED LEARNER ACHIEVEMENT

Fe A. Hidalgo, Ph.D

What is Instructional Leadership?

Instructional Leadership “Instructional Leadership encompasses---”Those actions that a

principal takes or delegates to others, to promote growth in student learning (Debevoise; 1984).
It comprises the following tasks: defining the purpose of schooling setting school-wide
goals providing resources needed for learning to occur.

Supervising and evaluating teachers coordinating staff development programs

creating collegial relationships with and among teachers

Marsh 1992 defines Instructional Leadership “is something specific to a principal. It

refers to anything that school leaders do to improve teaching and learning in the school. It
focuses on learning and its promotion. This is the reason why instructional leaders are also called
learning leaders”.

What is the difference between leadership and management?

Leadership Management

• Are their own persons • Are good soldiers

• Think radically • Think incrementally

• Ask what and why • Ask how and when

• Innovate • Administer

• Inspire trust • Ensure efficiency/ control

• Have a long range • Have pragmatic/ perspective operational views

• Eye the horizon • Eye the bottom line

• Challenge the status • Sustain the status quo quo

• Focus on people and • Focus on structures/ relationship systems and

tasks/ deliverables

• Communicate • Command
 • Originate • Imitate

• Do the right things • Do things right

Who play the role of instructional leadership?

Provision in RA 9155 (Governance of Basic Education Act 2001) states (The Shift in
Locus and Focus of the Leadership Roles of Principal in School Improvement)“ There shall be a
school head for all public elementary schools or a cluster thereof. The establishment of
integrated schools from existing public elementary and public high schools shall been courage.”

The school head, who may be assisted by an assistant school head, shall be both an
instructional leader and administrative manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality educational programs, projects and
services. A core of non-teaching staff shall handle the school’s administrative, fiscal and
auxiliary services,

1. Setting the mission, vision, goals and objectives of the school;

2. Creating an environment within the school that is conducive to teaching and learning;

3. Implementing the school curriculum and being accountable for higher learning
outcomes;

4. Developing the school education program and school improvement plan;

5. Offering educational programs, projects and services which provide equitable

opportunity for all learners in the community;

Introducing new innovative methods of instruction to achieve higher learning outcomes;

7. Administering and managing all personnel, physical and fiscal resources of the school;

8. Recommending the staffing complement of the school based on its needs;

9. Encouraging staff development; and

10. Establishing school and community network and encouraging the active participation
of teachers organizations, non-academic personnel of public schools, and parents-teachers-
community associations.
What are the Roles of Instructional Leaders?

 In general, they improve teaching and learning in the school.

 They lead in setting the school vision and formulating strategies.
 They are resource provider.
 They are instructional resource.
 They provide a visible presence in the school.
 They understand effective practices in school.
 They define the school mission.
 They understand effective practices in curriculum, instruction and assessment.
 They promote and participate in teacher learning and development.
 They ensure supportive and orderly environment.
 They understand effective pedagogy.

What does research tell us about Instructional Leadership?

The Victorian Educational Leadership consortium states their research-based conclusions

related to school leadership

1. Leadership has significant effects on student learning, second only to the effects of the
quality of curriculum and teachers’ instruction.

2. Currently, administrators and teacher leaders provide most of the leadership in schools,
but other potential sources of leadership exist.

3. A core set of leadership practices from the “Basics” of successful leadership and are
valuable in almost all educational contexts.

4. Successful school leaders respond productively to challenges and opportunities created

by the accountability-oriented policy context in which they work.

5. Successful school leaders respond productively to the opportunities and challenges of

educating diverse groups of students.

“If your actions inspire others to dream more, learn more, do more and become more, you are
a leader.”

(John Quincy Adams)

Teacher Leader: The roles of the teacher leader
1. 1. Teacher Leader: The Roles of the Teacher
2. 2. What is a Teacher Leader?
3. 3. What is a Teacher Leader?
4. 4. How do teachers become leaders? • Teachers are naturally leaders. • All instructions
come from the teacher. • They serve as a carrier of information. • They serve as organizer,
mediator, initiator and provider of the children’s learning.
5. 5. What are the Roles of a Teacher Leader? 1. Resource Provider 2. Instructional Specialist
3. Curriculum Specialist 4. Classroom Supporter 5. Learning Facilitator
6. 6. What are the Roles of a Teacher Leader? 6. Mentor 7. School Leader 8. Data Coach 9.
Catalyst for Change 10. Learner
7. 7. Two Fundamental Types of Roles A. Formal teacher leaders fill such roles as department
chair, master teacher, or instructional coach. B. Informal teacher leaders emerge
spontaneously and organically from the teacher ranks. Instead of being selected, they take
the initiative to address a problem or institute a new program.
8. 8. Conditions that Promote Teacher Leadership A safe environment for risk taking
Administrators who encourage teacher leaders  Absence of the “tall poppy syndrome.” 
Opportunities to learn leadership skills
9. 9. Where Teacher Leaders Extend Their Reach?  School wide Policies and Programs 
Teaching and Learning  Communication and Community Relations
10. 10. Some Views About Teacher Leader
Special Topic: Becoming an Exemplary Instructional Leader
1. 1. BECOMING AN EXEMPLARY INSTRUCTIONAL LEADER SPECIAL TOPIC:
INSTRUCTIONAL LEADERSHIP NCBTS: DOMAIN 7- PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT. MARVIN N. BUSTAMANTE BSED- IV SCIENCE
2. 2. At the end of this module, the learner should be able to : • identify the skills and
characteristics of an instructional leader; • explain the concepts and news along instructional
leadership; • analyze the roles and function of the principal as instructional leader; • reflect
on how the teacher can become a good instructional leader; • and make a career plan.
3. 3. INSTRUCTIONAL LEADERSHIP is one of the useful tools in creating a forward-looking,
and student-centered school environment. can be define as “those actions that a principal
takes, or a delegates to others, to encourage growth in student learning.
4. 4. INSTRUCTIONAL LEADER VS. TRADITIONAL SCHOOL ADMINISTRATOR
5. 5. OVERVIEW •1980’s instructional leadership was principal centred; focus was on
curriculum and instruction. •1990’s instructional leadership become school-based
management and facilitative leadership.
6. 6. CONCEPTS AND VIEWS • Bird and Little (2008) Instructional leadership refers to specific
branch of educational leadership that addresses curriculum instruction. • MacElwain (1992)
views instructional leadership as imperative to improved instruction and student
achievement. • Elmore (2002) Instructional leadership is the “organizational glue” that keeps
thing in track. • Barth (2001) …. Is not exercised by one person but one person does create
a condition through which all teachers and administrators become more responsible for their
professional learning and important role in sustaining school improvement.
7. 7. INSTRUCTIONAL LEADERSHIP : BEST PRACTICES INSTRUCTIONAL LEADER Share
leadership Tap expertise of teachers Leads a learning community Acts as learners
Collaborates in leading Visits classroom Monitor curriculum & instruction Uses data to make
instructional
8. 8. SHARE LEADERSHIP • Sharing leadership throughout a school and providing for
leadership succession spell the success of the school. • Instructional leaders influence
others to understand and agree with what need to done and how. • It requires the facilitation
of individual and shared efforts to accomplish common objectives. (Hargreaves &Flink, 2003)
• As key instructional leaders, principals share the leadership with teachers to promote
reflection and collaborative investigation to improve teaching and learning.
9. 9. TAP THE EXPERTISE OF TEACHERS • ... set the direction and influence the members
of the organization to work together toward meeting organizational goals. • Principals provide
individual support, challenging teachers to examine their own practices and serving models
of best practice. • They develop and depend on leadership contribution from a variety of
stakeholders. • Teacher leaders lead chains from the classroom by making questions related
to school improvement and they feel empowered to find the answer. • Principal speak to
teacher, provide staff development and support lifelong learning about teaching and learning.
10. 10. TAP THE EXPERTISE OF TEACHERS • They create opportunities for teachers to work
together and share teaching practices with one another. • Principals also tap the expertise of
teachers throughout the process of transforming their school and increasing the focus on
learning are more successful.
11. 11. COLLABORATE IN LEADING • Principals collaborate with teachers to evaluate issues
related to curriculum, instruction and assessment. • Teachers provide valuable insight and
ideas to principal as they work together toward school improvement.
12. 12. LEAD A LEARNING COMMUNITY • Principals must become role models for learning
while continually (or at least regularly) seeking tools and ideas that foster school
improvement (Lashway, 2003) • Simply put, schooling is around two key functions: 1.
Teaching and learning, and 2. Organizing for teaching and learning. • It seems clear that
School Principals need to manage the structures and processes of their school around
instruction.
13. 13. (PRINCIPALS AND TEACHERS) AS LEARNERS • Effective principals make student
success pivotal to their work and, accordingly, pay attention to and communicate about
instruction, curriculum, and student mastery of learning objectives, and are visible in the
school. • Learning needs to occur throughout an organization, and principals need to
become participants in the learning process in order to shape and encourage the
implementation of effective learning models in their school. • They participated in staff
training provided to their staffs. Good Principals foster the idea of working together as a
valuable enterprise because they understand that this kind of collaborative learning
community will build trust, collective responsibility, and a schoolwide focus on improved
student learning (Prestine & Nelson 2003)
14. 14. USE DATA TO MAKE INSTRUCTIONAL DECISIONS • Effective principals skilfully
gather information that determines how well a school organization is meeting goals and use
the information to refine strategies designed to meet or extend the goals. • They find
themselves in a constant state of analysis, reflection and refinement. • They challenge their
staff to re-examine the assumption about their work and how it can be performed. •
Principals need to possess basic skills for using these data for setting direction, developing
people, and reinventing the organization. • The use of appropriate data helps to maintain a
consistent focus on improving teaching and learning , and consequently, effective principals
accept no excuses for lack of success to improve student learning. (Leithwood &Riehl, 2003)
15. 15. MONITOR CURRICULUM AND INSTRUCTION • There are good reasons to focus on
school leadership. The importance of the principal’s role has never been greater, taking into
consideration national accountability standards for school and the likelihood that principal job
vacancies will increase in the near future. Not only do effective principals focus attention on
curriculum and teaching, they also understand teaching and possess credibility in the eyes of
their staff. (Mazzeo, 2003)
16. 16. MONITOR CURRICULUM AND INSTRUCTION • Schmoker (2006) Suggested that too
often school cultures discourage close scrutiny of instruction. He says, effective leaders can
raise the level of importance by looking for evidence that curriculum standards are taught
through the review of formative assessment, grade books, team lesson logs, and students
work.
17. 17. MONITOR CURRICULUM AND INSTRUCTION • Principal support instructional activities
and programs by modeling expected behaviors, participating in staff development, and
consistently prioritizing instructional concerns on a day-to-day basis. They strive to protect
instructional time by removing issues that would detract teachers from their instructional
responsibilities. (Marzano et al., 2005) • Moreover, principals in effective school are involved
in instruction and work to provide resource that keep teachers focused on student
achievement. They are knowledgeable about curriculum and instruction and promote teacher
reflection about instruction and its effect on student achievement. (Cotton 2003)
18. 18. VISITS CLASSROOM • Principals build trust by supporting and nurturing teacher
development by providing feedback that helps teachers to improve. • This is more likely to
occur when principals exercise the collegiality leadership. Additionally, principals are best
position to help teachers improve in areas of weakness and can accomplish this through
observations and dialogue that show respect for teachers as professional. (Cooper,
Ehrensal, & Bromme, 2005) • It is important to evaluate the quality of teaching in order to
evaluate the quality of teaching in order to select and retain good teacher. • Principals must
develop leadership skills that help them to build the intellectual capital that is necessary to
make good curriculum choices, establish expectation for students work and provide teachers
with opportunities to learn the specifics of teaching well within their academic areas.
19. 19. CONVENTIONAL AND INNOVATIVE INSTRUCTIONAL LEADERSHIP: A
COMPARISON
20. 20. CONVENTIONAL VS. INNOVATIVE CONVENTIONAL INSTRUCTIONAL LEADERSHIP
INNOVATIVE INSTRUCTIONAL LEADERSHIP 1. Principal-Centered 1.Person-centered-
create collegial relationships with and among teachers 2.High Focus on Curriculum and
 Instruction 2.Focus on School Based Management 3.Setting Clear Goal 3.Shared
understanding of the goals 4.Allocating Resources through Instruction 4.Providing the
resources needed for learning to occur 5.Monitoring Lesson Plan 5.Deep Involvement in the
Form of core Technology of teaching and learning 6.Evaluating Teachers for Improvement in
Teaching 6.Carries more sophisticated views of professional development.
21. 21. GOOD INSTRUCTIONAL LEADERSHIP CHARACTERISTICS (ARMSTRONG,2007)
Knowledge Confidence Enthusiasm Includes awareness of chains management theory,
insight into personal capabilities knowing when to get help from outside resources and
staying involve with other leaders of educational advancement. Drives interpersonal
relations, communication, planning ,decision making and conflict management. Includes the
ability to bring all stakeholders together to act.
22. 22. THE PRINCIPAL AS INSTRUCTIONAL LEADER: A FOCUS • It is the pivotal point within
the school who effects the quality of individual teacher instruction, the height of student
achievement and a degree of efficiency in school functions. • The instructional leader is an
administrator who emphasizes the process of instruction and facilitates the interaction of
teacher, student and curriculum. (smith,2008) • Findley (1992) claims that the principal as
instructional leader must address certain managerial task to ensure a efficient school. He
must focus on activities which pave way for high students achievement. For schools to be
effective, principals must look at ways to emphasize instructional leadership. • The principal
as an instructional leader encourages and develops instructional leadership in teachers.
(Smylie and Conyers, 199100)
23. 23. INSTRUCTIONAL LEADERSHIP ACTIVITIES ACCORDING TO FLAITH (1989) ARE
CATEGORIZED INTO 4 NAMELY: 1. Goal and Emphasis – set instructional goals, high
expectation, and focus on student achievement. 2. Coordination and Organization – work for
effectiveness and efficiency. 3. Power and Disciplinary Decision Making – secure resources,
generate alternatives, assist and facilitate to improve the instructional program. 4. Human
Relations - Deal effectively with staff, parents, community , and students.
24. 24. PRINCIPAL SHOULD CONSIDER THE FOLLOWING: (CHECKLEY 2000) 1. Encourage
and promote teacher growth and development with their own ranks. 2. Engage teachers in
sustained discourse whereby, as colleagues, teachers can define what student learning
should look like. 3. Identify instructional approaches that will support vision. 4. Be attentive to
teaching and learning and to work together to improve both. 5. Foster the conditions through
which teacher can specify instructional goals. 6. direct the overall effort by offering teachers
the support, encouragement and challenge they need as teachers collaborate together
toward achieving more substantive goals.
25. 25. CHECKLEY ALSO ASSERTS THAT…. Principals and teachers need to learn how to
collaborate with one another, by promoting a forum for professional discourse, principal as
instructional leader, construct a school culture through which teachers redefine curriculum,
teaching, and learning. They also learn to translate the definition into new classroom
practices as they build relationships characterized by mutual trust, risk taking, and
experimentation, all in a supportive and professionally challenging environment.
26. 26. THE INNOVATIVE INSTRUCTIONAL LEADER: TRAITS & BEHAVIORS
INSTRUCTIONAL LEADER Super - visionary Culture builder Facilitative leader Heroic
leader Practicing teacher Values-led Direction setter Chief learning officer
27. 27. THE INNOVATIVE INSTRUCTIONAL LEADER TRAITS BEHAVIOR 1. SUPER-
VISIONARY •Can integrate a synergy of effects that enable people, process and technology
to link together in a way that school achieve its vision. (Sergiovanni and Starratt 1988) 2.
CULTURE BUILDER (Barth 2001) •Dedicated to building teacher relationship •Capable of
constructing a shared vision with all the members of the school community. •Bears ultimately
responsibility for success or failure of the school. 3. CHIEF LEARNING OFFICER (Bottoms
& O’Neill, 2001) •Models learning •Driven by relentless growth standard base accountability
system. •Open to new ideas. 4. HEROIC LEADER (Bottoms & O’Neill, 2001) •Focus on
 curriculum, instruction and student mastery of leraning objectives. •Insistent upon improving
student learning.
28. 28. THE INNOVATIVE INSTRUCTIONAL LEADER TRAITS BEHAVIOR 5. FACILITATIVE
LEADER (Bottoms & O’Neill, 2001) •Gears on the discussion of school based management.
•Well-focused on school improvement plan. •Offers teachers the support, encouragement
and challenge they need as teachers. 6. DIRECTION SETTER •Sets direction and influence
the members of the organization to link together toward meeting organizational goals. 7.
VALUES-LED (Day, 2000) •Willing to be driven result.
29. 29. THE INNOVATIVE INSTRUCTIONAL LEADER TRAIT BEHAVIOR 8. PRACTICING
TEACHER (Wending, 1990) •Promotes the value of care and equity within the school and its
decision making process. •Both people-centered and achievement oriented. •Challenges
teachers to think more critically about how they link together personal, professional and
organizational development in an overall effort to improve curriculum, teaching and learning.
•Continues to teach for at least an average of 20% of the week, in order to work closely with
students. •Develops teaching techniques and method as a means in understanding teacher
perspective. •Establishes a base on which to make curricular decisions. •Strengthens the
belief that the sole purpose of the school is to ensure the educational needs of students.
30. 30. THE INSTRUCTIONAL LEADER: THEIR ROLES AND FUNCTIONS • The functions of
instructional leadership involve all the beliefs, decisions, strategies and tactics that the
principal uses to generate instructional effectiveness in classroom. (moorthy,1992): making
students and adult learning the priority setting high expectations for performance gearing
content and instructions to standards creating a culture of continuous learning using
multiple sources of data to assess learning activating the communities support for school
success leading teachers to produce tangible results as ambitious academic standards.
(elmore,2002) making suggestions, giving feedbacks and modeling effective instruction.
soliciting opinion and supporting collaboration providing professional development
opportunities and giving praise for effective teaching.
31. 31. THE EFFECTIVE INSTRUCTIONAL LEADER: BECOMING ONE • Glickman (1990) has
much to say about how to become an effective instructional leader. Using his works a the
base, and including the research findings of others, effective instructional leadership is
comprised of the following 3 major categories and subcategories.
32. 32. EFFECTIVE INSTRUCTIONAL LEADER Knowledge Base Task Skills Effective schools
literature Research on effective speaking Supervision/evaluation of instruction Staff
development Interpersonal communication People Awareness of your own educational
philosophy and benefits Administrative development Curriculum development Group
development Decision-making application Change theory Action research Problem
solving/conflict management Knowledge of curriculum theory / core curriculum Positive
school climate School and community Technical goal setting Assessing and planning
observing research and evaluation.
33. 33. 3 WAYS TO BECOME AN EFFECTIVE ONSTRUCTIONAL LEADER (WILLISON 2008)
1. Talk the talk THE PRINCIPAL Must be an expert in teaching and learning Must build
an informed vocabulary of pedagogical term Must use keywords like lesson plan,
instructional design and pedagogy Must be able to articulate about instructional design,
delivery methods, formative and summative assessment and learning styles. 2. Walk to walk
Must demonstrate through this action that teaching and learning are the center of what
happens in school Must be visible in the classroom, in order to learn more about
instructional practices Must identify outstanding teachers and their methods Must provide
opportunities to superstar teachers to share their best practices Must identify teachers in
need of support and professional development
34. 34. 3 WAYS TO BECOME AN EFFECTIVE ONSTRUCTIONAL LEADER (WILLISON 2008)
3. Be the caddy Must be the great caddy who provides advice on shot Must be the
“caddy” to teachers providing the necessary tools and advice on how best to use them
 Must be able to recognize teachers having instructional problem Must identify the needed
resources and provide opportunities to acquire both
35. 35. THE EXEMPLARY INSTRUCTIONAL LEADER OF TODAY MUST POSSESS THE FIVE
GENERAL QUALITIES AND MUST PERFORM THE FIVE PRACTICES: QUALITIES
PRACTICES
36. 36. • Instructional leadership is a collaborative learning environment where learning is not
confined to the classroom and is the objective of all educators. • Instructional leadership is
an important departure from the ancient model of administrator as authoritarian. Inherent in
the concept is the idea that learning should be a top-down process. • Strong instructional
leadership has a positive impact on student learnig..
37. 37.  Possesses knowledge of the curriculum and good instructional practices  Monitors the
implementation of curriculum standards and make sure they are taught  Models behaviors
that they expect of school staff  Supports teacher effectiveness  Spends time in
classrooms to monitor curriculum implementation  Steers the curriculum and prioritize staff
development  Views classroom observations as a means to satisfy contractual obligations 
Judges the quality of teaching and shares a deep knowledge of instruction with teachers 
Promotes coherence in the instructional program where teachers and students follow a
common framework  Trusts teachers to implement instruction effectively
Instructional leadership
1. 1. INSTRUCTIONAL LEADERSHIP Prof. Milagro Azofeifa Prof. Sonia Albertazzi Material
created by Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
2. 2. Introduction <ul><li>This presentation is aimed at sharing and participating at a chat show
titled »A Chat Show on the Supportive System of Foreign Language Learning » as part of
the fourth course in the Masters degree in TEFL in Universidad Latina de Costa Rica.
</li></ul>Material created by Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
3. 3. Teacher Leaders <ul><li>If your actions inspire others to dream more, learn more, do
more and become more, you are a leader. (John Quincy Adams) </li></ul>Material created
by Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
4. 4. Who can be a teacher leader? <ul><li>An instructional coach </li></ul><ul><li>A
department or team leader </li></ul><ul><li>A supervisor </li></ul><ul><li>A professional
learning community facilitator </li></ul><ul><li>… anyone who wants to directly impact his or
her school, its teachers and most importantly the students </li></ul>Material created by
Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
5. 5. Teacher Leadership is aimed at: <ul><li>improving teaching and learning
</li></ul><ul><li>allowing teachers to be change agents </li></ul><ul><li>providing high-
quality training to develop passionate, effective leaders </li></ul><ul><li>sharing the
knowledge, experience, and insight of teachers </li></ul>Material created by Milagro
Azofeifa and Sonia Albertazzi for Educational Purposes
6. 6. Leading requires Self-Reflection Material created by Milagro Azofeifa and Sonia Albertazzi
for Educational Purposes <ul><li>View self-assessment and reflection as priorities for
improvement. </li></ul><ul><li>Recognize that external and internal challenges result in
growth. </li></ul><ul><li>Intentionally engage in activities aimed at challenging current
beliefs and practices. </li></ul>
7. 7. Leading requires Self-Reflection Material created by Milagro Azofeifa and Sonia Albertazzi
for Educational Purposes <ul><li>Understand that change is inevitable.
</li></ul><ul><li>Recognize that chaos often accompanies change. </li></ul><ul><li>Share
understandings with colleagues </li></ul>
8. 8. Teacher leaders can promote student success by <ul><li>acting with integrity, fairness,
and in an ethical manner </li></ul><ul><li>collaborating with families and community
members </li></ul>Material created by Milagro Azofeifa and Sonia Albertazzi for Educational
Purposes
9. 9. Teacher leaders can promote student success by <ul><li>responding to diverse
community interests and needs, and </li></ul><ul><li>mobilizing community resources
</li></ul>Material created by Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
10. 10. What can teacher leaders do? <ul><li>Increase student achievement – and be a voice
for children </li></ul><ul><li>Increase teacher effectiveness – and mentor other teachers
</li></ul><ul><li>Promote a positive learning environment </li></ul>Material created by
Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
11. 11. Skills of a successful instructional leadership <ul><li>The key to successful leadership is
influence, not authority. </li></ul><ul><li>A leader is one who knows the way, goes the way,
and shows the way. </li></ul><ul><li>John C. Maxwell </li></ul>Material created by Milagro
Azofeifa and Sonia Albertazzi for Educational Purposes
12. 12. <ul><li>Every instructional leader must be able to plan effectively. </li></ul><ul><li>They
must be able to set some goals. </li></ul>Material created by Milagro Azofeifa and Sonia
Albertazzi for Educational Purposes
13. 13. Collaboration is everything. Material created by Milagro Azofeifa and Sonia Albertazzi for
Educational Purposes
14. 14. <ul><li>I hope you never lose your sense of wonder. </li></ul><ul><li>Living might mean
taking chances, but they’re worth taking. </li></ul><ul><li>I hope you dance.
 </li></ul><ul><li>http://www.youtube.com/watch?v=RV-Z1YwaOiw </li></ul>Material created
by Milagro Azofeifa and Sonia Albertazzi for Educational Purposes
15. 15. Bibliography Material created by Milagro Azofeifa and Sonia Albertazzi for Educational
Purposes http://www.shsu.edu/~edu_elc/leadership/index_ instructionLeadership.html
16. 16. Material created by Milagro Azofeifa and Sonia Albertazzi for Educational Purposes