Instructional Strategy … Admission Essay
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Instructional Management and Leadership (edits and additions are in italics)
Creating a scalable, stable and secure ecosystem that can deliver long-term benefits to students, educators and academicians is essential if those served, the students, are going to excel in their lives and attain a higher standard of living. I believe in the vision of equipping students to be intelligent, agile and formidable competitors in their fields for the long-term, developing leaders in their fields. The pursuit of a Ph.D.in instructional management and leadership has long been a vision and mission I have had for myself as I strive to provide students, educators and academicians with the necessary foundation to grow and excel in their chosen academic and professional pursuits. This essay explains in detail my motivations for choosing to pursue a Ph.D. In instructional management and leadership. Instructional management and leadership historically has concentrated ensuring the efficient, focused accomplishment of a series of strategic learning objectives and tactical goals. With the accelerating nature of change in the field of education, instructional management and leadership must move beyond the boundaries of ensuring the status qou to seek out and drive structural, process and most importantly, measurable improvements in student learning and long-term retention. Only by concentrating on the transformational aspects of instructional management and leadership can this be attained.
Curriculum Instruction (CI) is also going through a transformational phase today as specific learning approaches, techniques and platforms are being realigned to teaching strategies that deliver the most value as measured by student outcomes. CI-based techniques aligned to scaffolding frameworks show potential to further streamline the learning process and remove extraneous tasks that potentially slow down or detract from the learning process (Najjar, 2008). With the continual evolution of CI-based approaches for tailoring teaching strategies to specific student needs, there is the corresponding need for creating more agile, responsive frameworks that can scale globally across a wide spectrum of student aptitude and learning abilities.
Creating a Foundation for Others to Excel Through Learning
The foundational elements of transformational leadership in instructional management are predicated on being able to transform processes, people and align technologies to a unified learning vision (Lopez, 2014). Transformational leadership is comprised of the components of individualized consideration, intellectual stimulation, inspirational motivation and idealized influence (Pounder, 2003). These same attributes that are so prevalent in transformational leaders in business need to also be applied to the field of instructional management and leadership as well. My intent in pursuing this degree is to equip myself to take on a leadership role in transforming educational systems and processes to better align their structures to the needs of students. The need for accountability of educational performance also pervades many instructional organizations and is a call to action for greater leadership in this area (Patrick, Scrase, Ahmed, Tombs, 2009). The foundational elements that are essential for improving instructional management and leadership are predicated on the core motivational factors of autonomy, mastery and purpose. Only by studying the transformational techniques of how to lead organizations can one be prepared to attain this level performance and effectiveness as a change agent on behalf of those served by educational institutions (Pounder, 2003).
Inherent in this shift from the anachronistic approaches to managing learning including tightly structured didactic approaches to more agile, student-driven outcomes is the corresponding need for entirely new approaches to organizing learning institutions. One of the most significant outcomes of research into instructional management and leadership is the recognition that manager is rarely effective in even keeping the status qou stable (Lopez, 2014). Instead the turbulent nature of change happening today in education requires an entirely different paradigm to instructional management and leadership.
The new paradigm dictates a more focused approach on learning taxonomies or scaffolding oriented directly to the needs of the student first, driving change deep into learning institutions (Patrick, Scrase, Ahmed, Tombs, 2009). Learning taxonomies and scaffolding need to be defined and agile enough to iteratively be applied to the needs of students, which often is accomplished using Internet-based technologies (Najjar, 2008). The greater the focus on agility and responsiveness of scaffolding and taxonomies, the higher the potential for long-term learning and knowledge retention. This area of instructional management and leadership continues to go through turbulent change today, which is all the more reason why transformational approaches are much needed in this field today.
There is also the corresponding need for redefining the learning experience as a shared responsibility between the student and instructor; they must both look at the learning process as a journey not a destination. By reorienting the entire framework of learning towards a more focused approach that concentrates on responsiveness to students first and their needs, and indexes performance to shared outcomes, greater accountability can be attained (Patrick, Scrase, Ahmed, Tombs, 2009). Being able to balance these two factors of inherently unquantifiable data on how students learn and their perceptions of the learning experience with the hard data of tests passed and case studies successfully analyzed are just the starting point of what needs to be a lifelong journey to greater learning (Lopez, 2014). The evolving frameworks of instructional management and leadership must focus on taxonomies and scaffolding that provide a unique, scalable yet very stable platform for individual student growth.
By incorporating the many aspects of instructional management into an ongoing learning leadership and management plan, my intent is to redefine existing instructional frameworks and make them more student- and learning outcome-based. By synthesizing the core concepts of traditional learning systems with the planned empirical studies planned for my Ph.D. program, entirely new frameworks will be created and sustained over the long-term. Making a long-term contribution to instructional management and leadership programs and their use globally is one of the most critically important objectives and missions I have for the future of my academic program. Creating agile programs that can take into account both the needs of the student while stabilizing the turbulent nature of educational change is a challenge that is fascinating to address in all levels of research. My research interests are predicated on being able to track how these structural changes over time improve the performance of learning at the student, school or university, instructor and administrator level. This gets beyond didactic structures that rely only on what can be easily quantified, and seeks to create a more effective approach to defining educational success over the long-term (Lopez, 2014). The shift away from structures to agile, from one or limited dimensionality of tracking educational performance to a more 360-degree view of the student, and the ability to create unique taxonomies for their future growth all are on my research agenda for this Ph.D. program. My passion is research and I plan to fully commit myself to the task of defining new frameworks that can significantly improve instructional management and leadership globally through more effective use of individualized teaching technologies.
Another facet of instructional management and leadership is the need for creating learning organizations and organizational cultures that promote autonomy, mastery and purpose of complex, challenging material. Another area of research interest is the cognitive learning cycles of students of advanced engineering and science that require an exceptional level of visualization and complex task visualization. Creating entirely new frameworks for accelerating learning in these fields could redefine global curriculum for programs that today are struggling to increase their graduation rates. Using advanced scaffolding combined with leadership techniques, graduation rates of these high-demand positions could significantly improve over time. The role of instructional management and leaders is to create entirely new approaches to managing and streamlining these learning experiences to ensure students gain the necessary insight, intelligence and skills to excel in their professional lives for the long-term. I am very focused on this area as I think many institutions need this level of focus on performance regarding the hard sciences, and greater focus on how to streamline and make more effective teaching strategies in these areas.
Transformational leadership must concentrate on the selective redefinition of existing educational institutions so that they will stay relevant in the 21st century as well. As the frameworks and their underlying assumptions continue to change, it is critically important that the architects of the future of learning concentrate on relationships first and build systems and processes to ensure they stay valued across learning ecosystems (Anderson, 2012). The focus needs to shift me towards how instructional leadership can deliver on the promise of a greater level of value consistency and congruency as well (Burch, 2007). All of these factors need to be taken into account in designing new learning ecosystems that can scale across global boundaries quickly and effortlessly. My passion is in finding entirely new approaches to making these changes permanent and valuable for the current and future generations of students.
Creating learning systems that can scale across global boundaries and stay relevant over time is my focus and passion as a career. Pursuing and attaining this Ph.D. will equipment to make large-scale contributions in the field and… [END OF PREVIEW]
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