Leadership is about planning

Leadership is about planning, organizing, leading and controlling the physical, fiscal and human resources in a particular setup. The success of leadership specifically in the school context largely depends upon to the one who leads and to the level of perception to those being led. School administrators being the front liners carry voluminous tasks in bringing success in schools such as setting and communicating clear goals, managing and contextualizing the curriculum, monitoring and critiquing daily lesson plans, allocating and regulating resources and evaluating teachers regularly to promote the overall growth and development. All those tasks can mostly be communicated when all the entities in school meet on a regular basis to deliberate on how to perform everyone’s roles and responsibilities in achieving quality and effectiveness in school. Each level of acceptance, willingness, and perceptions vary in ones’ experiences in school.
Instructional Leadership has a strong influence on the success of a school as perceived by Western scholars (Hallinger & Amp; Murphy, 1985; Debevoise, 61984; Blase, 2000; Quinn, 2002). Principals as instructional leaders ensure the learning environment is in order, serious and focused but realistic and achievable.
Instructional leadership is often defined as a blend of several tasks, such as supervision of classroom instruction, staff development, and curriculum development (Smith & Andrews, 1989). Glickman and Pajak (1989) succinctly conceptualize and illuminate the responsibilities and activities of what is broadly referred to as instructional leadership. Glickman (1985) defined the five primary tasks of instructional leadership as direct assistance to teachers, group development, staff development, curriculum development, and action research. He notes that it is in the integration of these tasks that unites teachers’ needs with school goals. Pajak’s (1989) research on what functions should be a part of instructional leadership generated a similar list of tasks, but also included planning, organizing, facilitating change, and motivating staff.
According to (Glickman, Gordon, & Ross-Gordon, 1998, p. 6), supervision can be defined as the glue of a successful school. It has become an integral component and process in the operation of schools (Sergiovanni & Starratt, 2002). It can be seen as analogous to teaching which teachers wish to improve students’ behavior, achievement, and attitudes while supervisors wish to improve teachers’ behavior, achievement, and attitudes (Glickman et al. 1998).
There are various authors who have defined instructional supervision in quite different ways. In Glickman (1992) views, for example, instructional supervision as the action that enables teachers the quality to improve instructions for students and as an act that improves relationships and meets both personal and organizational needs. Sergiovanni and Starratt (2002:6) also describe instructional supervision as opportunities provided to teachers in developing their capacities towards contributing to student’s academic success.
In view to providing real meaning to instructional supervision Sergiovanni and Starratt (2002:95) advocates for teachers involved in instructional supervision, while Hoy and Miskel (1991) considered it as an opportunity for competent teachers to explore the ways for professional developments. Beach and Reinhartz (2000:144) have emphasized supervisors as mentors and friends to support teachers and provide a supportive and relaxed atmosphere for providing a learning environment in the classroom. Hoy and Miskel (1991) have advised supervisors to be a confident person without having any fear in empowering teachers for instructional supervision.
In a more general concept, teachers expect their involvement and participation in the planning of supervision prior to the actual visit of the school administrator. Glickman et al. (2001) and Sergiovanni and Starratt’s (2002) definitions of instructional supervision are to assess teachers in order to help them to perform better leads to an argument that principals being designated supervisors of all the activities in a school have to look the assessment of teachers and have to be instructional supervisors too. This can be supported by the ten tasks of supervision by Ben Harris (1995). Although the principals are curriculum overseers, they can’t be practically excluded from instructional supervision. Since they are accountable for curriculum, their role as the instructional leader can’t be neglected as the curriculum is supported by instructions hence curriculum supervision is supported by instructional supervision.
The school administrators are the key elements in school improvement efforts (Reading First Notebook-Spring 2005, p.3). Thus, the very essence of instructional leadership is to transform the school as an organization into an environment where teachers and learners may reach their full potential (Mestry, Raj Moonsammy-Koopasammy, Isavanie Schmidt, Michele 2013