Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges. The aim of education is to prepare students as contributing members in a productive society. The essential core values of knowledge, skills, critical thinking capability, and citizenship help students grow into adults who contribute positively to the community. I believe that education’s focus on teaching content matter leads to the development of well-rounded knowledge and skills in reading, writing, speaking, computing, thinking, science, and the social world in which we live. Specific content knowledge in these disciplines contributes to equity in education.
As an educator, it is important to understand and demonstrate the use of developing a successful curriculum. The goal of designing instruction is to improve human performance and show competency of the subject matter through the instruction. . The most common system and adapted design model is the ADDIE which is an acronym for analysis, design, develop, implement and evaluate. By successfully using this design model, and educator can ensure the best results for his or her students and remain confident in knowing that the education being taught is relevant and meaningful to the scholastic background of his or her students.
Introduction It is the responsibility of the principal to set the tone within the building. Setting the tone starts with the school vision. From the vision for the building a principal can build-in the structures needed to promote a positive school culture, provide/support an effective instructional program, apply best practice to support student learning, and work towards designing professional growth plans. Each of these areas requires time, effort, and an understanding of needs. A principal’s most effective tools are proper self-awareness and acting in a manner consistent with his core beliefs.
Aligned with this structure is what Bolman and Deal (2013) referred to as the human resource frame that “centers on what organizations and people do to and for one another” (p.113). Grounded in this relationship between the organization and its people are core assumptions outlining that systems exist to serve people’s needs and that people and organizations need one another. Understanding how interrelationships influence teaching and learning and honoring the complexities inherent in academic communities are critical for those serving at the division level. From the perspective of the human resource frame, three examples (division, school administration, and teacher/reading specialist) are provided within a balanced literacy scenario to capture the importance of shared leadership and decision-making in promoting employees’ professional growth in literacy instruction. People are the most important resources in a public school system, and as Hackman (2002) noted, one of the functions of leadership is setting direction for teams that is “challenging, energizes team members and generates ... ... middle of paper ... ...monthly professional learning for principals based on their needs assessments and group requests; and (b) monthly professional learning for reading specialists who devoted a year to the development of four literacy modules to be utilized county wide for job-embedded learning.
So it is very important for schools to provide opportunities for employees especially for teachers in investing quality, career long opportunities for professional development and ongoing active professional learning. “Individual learning is achievable through self-improvement, staff training, and development. The individuals in this case need to be receptive to learn different things that benefit learning organizations.” (Senge,
In order to improve curriculum and instruction as an organization, it is vital to create opportunities and establish a safe and healthy learning environment by leveraging the resources that already existed in the organization, and to engage in authentic learning through PLC or other forms of professional development. And finally using a structure for providing teachers on-going feedback serves as a catalyst for authentic learning.
Goal-setting theory. In education teachers are tied to their student’s success within learning. This would indicate an instrumentality within the expectancy theory. The Equity theory relates to teachers in the same position comparing themselves to each other; thus, can relate to performance as an educator. The goal setting theory can highly motivate teachers, internalizing the “self-leadership” (Seyfarth, p82-89, 2008).
In developing my own educational leadership model (MELM) I began with establishing what I believe the goal of education should be, since leaders by definition are leading people towards something. The goal of education is to effectively teach students the essential skills and knowledge they will need to establish a productive, positive, self-sufficient life where they can be active members of their communities. An effective leader, while working towards this goal will need to consider the present conditions and demands of the environment they are a part of. In the field of education, both internal and external factors are of crucial importance when developing a plan to lead for success. However, one must note the variables in education are different than those the business sector face, for example; student performance, ability and cultural differences; availability/condition of supplies and materials; goal; educator’s capability, views and attitudes; conditionality of economic support; openness/hostility of influencing communities; state or government performance mandates.
Armstrong ( 2010) defined Strategic Human Resource Management (SHRM) as “an approach to making decisions on the intentions and plans of the organisation in the shape of the policies, programmes and practices concerning the employment relationship, resourcing, learning and development, performance management , rewards and employee relationships,” ( p. 115). There is a paradigm shift from a functional role to a tactical one through the strategic management process. SHRM is very important to the effectiveness of my learning organisation because it ensures that the needs of the learning community are met and provides the opportunity for instructional leaders to “add value to the learning community” (Introduction to Human Resource Management, 2012, p.6) while achieving the goals and objectives of the institution. Jules and Holzer (2001) noted that Strategic Human Resource Management enhances employee productivity and the ability of government agencies to achieve their mission. One can conclude that it is the same for learning institutions as SHRM focuses on the issues and goals of the organisation and strive to implement plans collectively to achieve those goals.
Theory of Practice Campus leadership comes in various forms in the educational settings. Each administrator brings special abilities, knowledge and traits into their experiences as an administrator. Campuses across the country vary in student population, economic factors and have various community cultural norms in place. The administrator on an educational campus faces foreseen challenges and also unpredictable obstacles. As a result campus leadership must be confident in decision-making, be effective communicators, willing to accept change in today’s educational climate of high-stakes accountability and build positive relationships with teachers and students.