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Leadership in educational settings
Introduction of the major role of the school administrator
Leadership in educational settings
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By sharing responsibilities of leadership, staff will collaborate, learn, and be more effective (Nappi, 2014, p. 29). Administrators are the leaders but the silent leaders that run the school at Centreville High School are the different teacher leaders and they make up as the Instructional Coach, Testing Coordinator, Cooperation Team Leads, Instructional Leadership team, School and Safety, Activities Director, and Mentors. All of these leaders make up the school and allow for a more efficient running school. Many administrators encourage teachers to take the role of leader to see the potential and allow for creativity and differences in the school and many teachers know the history of the school. The teacher leaders know their colleagues
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
A level 5 leader is able to blend personal humility (selfless and never boastful) with an intense professional will to achieve superb results by bringing people together to work towards a common goal. Level 5 leaders although may appear calm or quiet, demonstrate an unwavering attitude to do whatever must be done ethically to achieve sustainable outcomes do not matter how difficult. “Level 5 leaders channel their ego needs away from themselves and into the larger goal of building a great company. It’s not that level 5 leaders have no ego or self-interest. Indeed, they are incredibly ambitious-but their ambition is first and foremost for the institution, not themselves” Jim Collins (2001). Mulally never spoke about himself and his ideas
Ways that I would recognize staff members is by organizing events such as Teacher Appreciation Day or by reaching out with social media. By organizing Teacher Appreciation Day, the staff members of Cal High would be rewarded with awards that represent the appreciation the student body has towards them and for all the work that they have done. Students could make cards or posters throughout their classrooms and could have their peers sign them by writing thank you notes or expressions of appreciation. Students that highly value their teachers could also recognize them by rewarding them with class parties or small gatherings that are dedicated to appreciating
In School Leadership that Works Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005). “Some innovations require changes that are gradual and subtle; others require changes that are dra...
I see leadership as a daunting challenge in a school. There are so many factors to consider and how each decision affects so many different aspects of the school environment. I know I need practice in presenting my vision and mission to a staff and being an effective leader to get a community to follow my lead.
The Berkshire Youth Leadership Program sounds like an incredible program geared to help students learn more about leading others and themselves, and it’s an opportunity that I want to take full advantage of. Ever since I was young, I was always a “standout” in my class. Even back in pre-school, adults noticed that I was a natural born leader, going so far as to tell my parents that I was “going to be the first woman president”. In elementary school, I would always be learning things and understanding things faster than the other kids, and they would always look to me for help. As I grew older, things stayed similar to then and now, many of my peers come to me for academic help and help with their personal lives. Throughout my entire academic
For me, the most important leadership lesson I learned in high school was the ability to start leading groups as opposed to just serving my role in one. As the students who attend HSLC begin their transition to being upperclassmen, they are finally starting to fill top leadership positions in their high schools and communities. As I entered junior year and into senior year, I started to find myself in positions that required me to be in charge of the committees and start delegating instructions as opposed to just taking them. This is why I believe it is important for high school juniors to learn how to organize a meeting, assign tasks and work with the individuals of their team. To be able to allow the campers at HSLC to learn this, I think
Clinton Massie High School (CMHS) is a public Ohio high school situated in a rural setting in Clinton County. The average daily membership is 573 students. Of the 573 students, 97 percent are white, 2 percent are Hispanic and 1 percent is multi-racial (Ohio Department of Education, 2013). 25 percent of students are classified as economically disadvantaged (2013).
Views on Leadership: An Interview with a Principal Every leader brings to the table a set of beliefs, theories and practices. The leader from Dearington Elementary School, Mr. R, took time to explain what he brings to the table at his school. This is his first year as the Principal of Dearington.
Various conditions have a direct impact on students’ achievement in a greater or lesser degree. The conditions (rational path, emotional path, organizational path, and family path) impact student school wide and classroom experience. Ultimately, impacting student learning and progress. These variables can be influenced through enactment of leadership practices and are the main route to improving student learning outcomes. Exercising leadership in relation to one category alone is unlikely to bring a significant change. With the Community for Schools grant students are provided resources to improve all four conditions over time. “These sets of conditions can move a school from performing well to performing at the highest level” (Grogan, 2013).
Angelle, P. S. (2007). Teachers as leaders: Collaborative leadership for learning communities. Middle School Journal, 38(3), 54-61.
Also, she is insistent on ensuring that all teachers model the values of the school by communicating similar expectations across class and grade levels. Moving on, I believe the most effective leaders succeed when they collaborate and work with their colleagues. The power of “we” gives all involved a chance to become part of the process and take ownership in a school’s vision. A leader leads by example and should serve as a role model to inspire everyone to enforce the same values, pursue common goals, and maintain a safe
Individuals who have chosen to take the educational leadership route have a huge responsibility. They are responsible for developing and implementing a vision to meet the needs of the students they serve. The vision, mission, and goal designed must represent what the community intends for the students to achieve. In order for educational leaders to ensure achievement and the success of all students, they must monitor and continuously improve teaching and learning. Leaders are also responsible for maintaining a professional culture in which the learning opportunities are targeted to the vision and goals and differentiated appropriately to meet the needs of all students.
Collaborative leaders have a positive impact in schools. Even though principals are responsible in leading the whole school, those that have the ability to inspire their teachers to follow and share his or her vision, will make a positive impact. Interaction between leader and teacher is necessary to make positive changes. Allowing teachers to participate openly and respectfully creates trust and confidence. Teachers that trust their principals and feel are taken into consideration will work harder to meet and exceed expectations. Honesty, communication, confidence and respect between leader and teacher will lead to great team work.
The first category of school culture, collaborative leadership, indicates the extent to which school leaders establish, maintain, and support collaborative relationships with and among school staff (Gruenert & Valentine, 1998). Leaders display this by listening to the teachers and staffs’ ideas. This gives them a sense of ownership and responsibility as well as placing them in the loop when it is time to make decisions. Collaborative leaders model teamwork and motivate teachers to use their leadership qualities and