Part 4:  Plan for developing and supervision of the instructional and leadership capacity 

Part 4:  Plan for developing and supervision of the instructional and leadership capacity 

The plan to develop, supervise and devise a better model for instructional and leadership
capacity for school staff in math program should be aligned in such way that it shall influence
student achievement. For one, strategies for working collaboratively with school staff to
improve teaching and learning can boost instructional and leadership capacity (Thessin, 2019).
Through cultural responsive teaching, teachers can work closely with students and their families
through collaboration. In order to boost the capacity of teachers, providing them with adequate
time is paramount for interacting with learners.
Teachers can put blocks of common planning time near non-instructional time for
teachers. For instance, planning time can be organized around instructional time for teachers. In
order to boost the capacity of student learning, teachers should be responsible to assume the roles
of leadership. Teachers’ leadership is enhanced in a professional development platform.
Teachers are also responsible for encouraging colleagues to change to carry out their tasks they
would not accomplish with the aid of a leader. Furthermore, capacity can be improved when
teachers actively participate in decision-making and collaborative teacher-principal leadership
which enhance school, effectiveness and improvement in student performance and enhancing
teaching quality (Thessin, 2019). Teacher leadership and capacity building is done through
promoting frontline forces which tend to facilitate access to resources and information and
expertise to influence positive change in the school.

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Moreover, educational leadership programs should be promoted to enhance the capacity of the
administrators.