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Middle-level Instructional Leaders (MIL) Project

Introduction

Tēnā tatou katoa, Talofa, Malo e lelei, Bula vinaka, Kia orana, Ngā mihi nui ki a koutou
 
We would appreciate your completion of this survey which is being conducted to gather data about middle-level leaders in New Zealand schools. The purpose of the study is to investigate the expectations held of middle-level leaders as direct instructional leaders who carry out tasks involving day-to-day interactions with colleagues. We also want to find out about how confident you feel about performing the range of tasks.
 
Currently there is very little information available about this topic in a New Zealand context and your participation will provide valuable new knowledge which could strengthen practice.
 
This survey will take 5-7 minutes to complete. All responses collected will remain confidential, no reports will identify any individual or school.
 
Tēnā rawa atu koe! Thank you
 
 
Survey Questions
School type
School size
Position in school
Gender
Years of experience in a middle-level leadership position
For each of the statements provided you are asked to rank:
a) Whether you consider this to be a low (1) to high (6) expectation in your role as a middle-level instructional leader
b) How confident you are - low (1) to high (6) – about your capability to perform this aspect of the role
Curriculum
Role Expectation
Performance Confidence
Demonstrating pedagogical leadership
Meeting professional standards for subject management
Providing curriculum (subject) expertise
Developing curriculum
Setting up assessment systems
Facilitating curriculum discussion with teachers
Collaborating in order to integrate curriculum
Teaching arrangements
Role Expectation
Performance Confidence
Appointing teaching staff
Involvement in the appointment of teaching staff
Negotiating subject time
Allocating teaching schedules
Securing teaching resources
Running team meetings
Communicating with teachers
Daily interactions with teachers
Enabling teacher collaboration
Teacher appraisal
Role Expectation
Performance Confidence
Understanding the school’s appraisal system
Having relevant curriculum expertise to appraise
Directly monitoring the performance of teachers
Writing job descriptions
Being familiar with standards for quality teaching
Conducting classroom observations
Conducting appraisal interviews
Providing productive performance feedback
Having professional conversations with teachers
Having difficult conversations with teachers
Writing appraisal reports
Discussing appraisal reports with teachers
Teacher development
Role Expectation
Performance Confidence
Identifying appropriate professional learning and development
Assisting with professional learning and development planning
Promoting professional learning and development
Participating in professional learning and development
Providing mentoring/coaching for teachers
Encouraging teacher inquiry practices
Communicating professional development opportunities
Evaluation (of learning and programmes)
Role Expectation
Performance Confidence
Monitoring student assessment
Communicating about assessment with teachers
Understanding the school’s self-review system
Arranging regular curriculum review
Seeking student evaluation of programmes
Communicating results of evaluation to teachers

Planning
Role Expectation
Performance Confidence
Knowledge of school’s strategic plan
Contributing to the school’s strategic plan
Development of annual department/team plan
Setting of academic goals and targets
Overseeing individual teacher plans
Involving teachers in department/team planning
Involving students in department/team planning
Involving community in department/team planning
I am interested in participating in this research further.
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