The Governing board that we selected has the Local School Leadership Council as our primary
governance council. School Site Council (SSC) and English Lerner Advisory Council (ELAC)
will have oversite of our state and federal categorical funds. The reason why this type of
leadership was selected was to have greater autonomy/control over local decisions, California
Steam Academy will adopt the Local Leadership Model. Without a school and community
culture that supports ongoing learning, student achievement is unlikely to improve. The
challenge is to open avenues for informed conversation and for becoming informed. Involving
teachers in decisions about their work must be valued in its own right, as must giving parents and
other community
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The Local School Leadership Council works collaboratively to implement the school’s
vision and mission. Decisions made regarding policies and expectations are made with the
intent of helping students achieve the school’s vision and mission. The LSLC also works
together to establish, revise and implement the school’s direction. The LSLC carries out
its responsibilities with the help of a sub-committee, the Instructional Leadership Team
(ILT). The ILT meets monthly to plan data-driven professional development and
professional growth activities for the staff. The Instructional Leadership Team (ILT) at
California Steam Academy consists of all department chairpersons, teachers, administrators,
and coordinators. This group meets for an hour and half once or twice a month to plan
for staff professional development. Focus topics include data analysis, standards-based
curriculum, teaching strategies, student needs, WASC, backwards planning and design,
and implementation of Common Core State Standards.
The governing board monitors results regularly and approves the school action plan and its
relationship to the Local Educational Agency (LEA) plan. The LSLC is responsible
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The major
focus will be on Title 1 Parent Involvement Policy and mandates and Title 1 budget. They meet
monthly to ensure that English Learner students are provided with the support they need
in order to make progress in the English language acquisition. School Site Council
guidelines are as follows. The Council will consist of no fewer than 12 people with half of the
membership including staff and the principal.
Council Size Parent Principal Other Staff Classroom
12 6 1 1 4 7
Teacher/Other school Personal will make up the majority. The other half of the School Site
Council consists of parents, legal guardians, and or community member elected by parents,
students and staff. Our recruitment of members involve
The third council, English Lerner Advisory Council (ELAC), serves as an advisory council
to the SSC. This council is responsible for making budget recommendation to the School Site
Council. They will also ensure that their goals are aligned with the goals of the Single Plan for
Student Achievement. English Learner advisory Council will meet the same requirements as
the ELAC. This is a (2) year term. The governing board monitors results regularly and
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
The strength of the education in a community is directly responsible for how strong a community will be in the present and future, as does the efforts parents make in the learning processes of In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth.
Parents should question what the outcomes for their children will be if teachers
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).
Chappuis, S., J. C. (2009, February). Supporting Teacher Learning Teams. Educational Leadership: Association for Supervision and Curriculum Development , pp. 56-60.
...with students on an everyday basis, they understand the main areas of concern. As a result, it is essential for teachers to be involved in the decision making process.
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
Standard 1 of the Florida Principal Leadership Standards (2011) describe the priority of the school leader as, “effective school leaders demonstrate that the student learning is their top priority through leadership actions that build and support a learning organization focus on student success”. Our number one priority and focus is and always should be our students. They are the reason behind our professions. It is the faculty the ones who should be supported by the administrators. The leaders should celebrate their success, encourage them, support their assertive instructional decisions, and motivate them each day to create the right conditions for learning. The principals must plan to project growth the most accurate possible, employing all the help that they could get for this challenging task. Students should not be affected because qualified teachers are not available. Strategic schools use the resources at had to relocate, and alleviate the human resources problems.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
The school will also be owned by the LEA and the schools governing body will be responsible for the running of the school. The LEA decides upon the admissions policy. Community schools also follow the national curriculum and offer services to the surrounding community where possible, for example adult learning courses.
With the passage of NCLB, many school reform efforts have been initiated using top-down model in which each school leaders have been charged with initiating bold administrative changes to address the legislation. With the number of leadership theories and models, researchers have become interested in studying those to determine which might bring forth the most significant results for leading such change. Due to the lack of highly qualified administrators and the increasing demands for administrators, Bush, O’Brien & Spangler (2005) studied a program, the Southern Tier Leadership Academy, a collaborative of the New York Education Department. The study included three separate cohorts who completed an eight month program. Whereas, Somech (2005) chose to investigate directive and participative leadership approaches, and which would more significantly impact school effectiveness. Perhaps Somech’s reflect Scherer’s (2009, p.7) understandings as described in Educational Leadership, ‘broom-wielding leadership can indeed be beneficial’ as is putting advocates into positions of power and influence and building teams, both of which are seemingly contrasting opposites.
This includes administration, members of the tribe, business people, parents, teachers, and most importantly, the youth. Once this happens, the committee will give the community members an opportunity to voice their concerns, as well as share what they feel has been working. This could happen in an open forum setting held at the school. Advertisements for this forum are heard on the local radio, seen and read in the newspapers, listed on the school webpage, and sometimes the most important, word of mouth. To reiterate, the purpose of this open forum is to offer a chance for those people who are or have been negatively affected by either bullying or abuse of some sort to have an opportunity to come forward and express concerns or even share what has helped.
Throughout the course of a Master’s counseling program, moments of doubt, and a lack of working knowledge are bound to play a major role in the confidence a future counselor will posses in effectively implementing interventions early on in the instructional phase of his or her career. Corey (2010) states that an effective group leader, is able to become aware of their own vulnerabilities, and take responsibility in their responses. To become aware of a possible vulnerable area, a counselor must first take a concise look into their personal strengths and weakness, and then decide to actively seek out assistance with working on vulnerabilities. In exploring the roles of an effective group leader, I have realized that within the group process, I most fear the roles of a group leader that pertain to direct confrontation of a client, I also fear that the improper implementation of a intervention could lead to potential harm of the client. Attending to these fears I hold regarding group member confrontation, and intervention implementation is the key to gaining further understanding into how I can become comfortable with these essential functions of a group leader. The current paper will take a closer look into my vulnerabilities, using current research to gain insight into how I can overcome fears, when facilitating a task, psycho-educational, counseling, and psychotherapy group.
been in band for three years in middle school, high school band was a whole new world full of
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the