Since the induction of the No Child Left Behind (NCLB) Act, the role of the principal has changed significantly. It has shifted from merely business managerial to maintaining academic growth and accountability for student success (Schoen & Fusarelli, 2008). The problem is there hasn't been much research to support the effectiveness of a principal's involvement in the classroom on the academic success of students. Despite the ever growing list of demands, principals must find a way to meet the national AYP (Acceptable Yearly Progress) federal standards.
The need for principals to take a direct approach to student success has become more prevalent due to NCLB. According to a 2005 study in Florida, the relationship between principal involvement in the implementation of a new reading program and student success was directly correlated. With 338 participating principals, the results showed that student gains in reading words per minute and fluency were among the marked gains as well as significant growth in reading achievement for sub groups including Limited English Proficient students and students with learning disabilities (Nettles, 2005). This is just one example of how principals can affect student success with direct interaction. With more focused attention, students can and will succeed at higher rates. This study shows that with proper planning, principals can focus their efforts directly on particular groups of students to actively participate in their success.
In addition to direct effects of principal involvement, some studies investigate how perception affects success. Gentilucci and Muta suggest that student perception of principals as instructional leaders in their school also plays a vital role in their success....
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...to address academic concerns directly is a role that principals must now face. They have a responsibility as a result of No Child Left Behind Act. However, in this modern educational system, being an educational leader, building manager, and behavioral manager has taken precedence. This has led to apathy from students regarding their own academic success. Finding a solution on how to help build intrinsic motivation into students is imperative. Arnold Middle School is facing such a problem in two key areas, writing and Special Education. To address this problem, a study regarding weather direct interactions between principals and students who are struggling will positively impact their academic performance, their perception of their own academic performance, and their perception of their administrators is conducted. The results should prove to be a positive one.
Gorton and Alston (2012) pointed out in Chapter One that effective leaders “provide direction and meaning, generate and sustain trust, display an eagerness to take action, and spread hope”, through motivating and empowering others to reach the desired goals (pp. 7-9). Thus administrators must be skilled communicators, attentive and responsive listeners. Meanwhile they must also be able to build relationships with others, multitask, prioritize, delegate wisely, relate to, and motivate others. Reading that both the National Association of Elementary School Principals and the American Association of School Administrators have noted the importance of communication to the school system's success (p. 101), has affirmed for this student that the need for outside assistance with communication is indeed a serious concern for administrators.
The No Child Left Behind Act of 2001’s main purpose was to enhance the education system and hold schools accountable in its attempt to bring equality in the fight against poverty for poor and minority groups. Once this Act was signed into law the American public expected an overhaul of the education system with only good outcomes. The public assumed our children would be receiving the best education available and the economic issues that plagued schools would no longer be a problem. In the beginning of its implementation No Child Left Behind was expected to bring America up to standards with other nations, this was something that America has struggled to do for many years. Our children were now being put first according to Act and the public and many political figures were ecstatic over the possibilities.
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).
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
Chapter one of Ten Traits of Highly Effective Principals opens with one of the most influential traits of what an effective principal should possess, the communication trait. To be successful in any venue in life, you must be able to communicate with people; this is especially true in the education world. Principals are responsible for communicating with people in all walks of life, parents, students, teacher, administrative office personnel and the general public, as an administrator, you must make each of these individuals feel a sense of trust and belonging while communicating with them. Principals use conversations and gesture to build confidence and open lines of communication for learning and growth.
As a leader candidate, I can understand the challenges and multiplicity of complications that administrators must face each day. However, I will not accept any remote possibility that the students must be affected by some flaws of the school organization. We all as leaders, must be strategic with people, time, and money to guide our students towards an academic success.
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
The No Child Left Behind Act, a federal social program that tries to encourages after school programs should be eliminated and the extra funds given to schools to decide where it goes.
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.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
As Rodney Paige, former Secretary of Education, said, “We have an educational emergency in the United States of America” (Hursh, 2007). The American ideal of egalitarianism essentially states that individuals should have an equal opportunity to pursue their dreams, and an important part of being able to achieve this is attaining a quality education. Students of differing racial, cultural, socioeconomic, and ability levels should all have the same opportunities in receiving a high-quality education. Unfortunately, this is not the case. The No Child Left Behind Act (NCLB) is seeking to change this. The NCLB is the current authorization of the Elementary and Secondary Education Act (ESEA) (Houston, 2007), which was passed during President Lyndon B. Johnson’s administration. Every five years the ESEA is renewed. It is currently due for renewal in 2014.
Before such things can be implemented, there is some specific ground work and strategies that must be done within the schools before situations or dealt with and handled. In this groundwork, principals are vital in the success of the program they implement in their schools (Ballard, Argus & Remley, 1999). They are the conductors of each category needed in a successful program. Principals must hold students and staff accountable for their roles in changing the climate of the school and they must allow for the time and manpower implementing a new program will take. Gil (2002, p. 73) explains that first a solid code of conduct must be in place and operating smoothly. These clearly stated rules are to be communicated to all students and staff what the expectation is for behavior and they must be “enforced without
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching
Of all the variables in a comprehensive literature review classroom management had the largest effect on student achievement. Therefore, teachers need to provide clear purpose and strong guidance regarding both academics and student behavior. Teachers and students need to collaborate as a team sharing concerns about the needs and opinions of others. Teachers should be aware of high-needs students and have a plethora of specific techniques for meeting some of their needs. Positive support from the parents, administration, support personnel and the community to bring about positive changes in student behavior is also necessary. Teachers can make a modification; they can construct a community that nurtures and develops social and emotional skills as well as academic
...inction between the roles and actions of leaders and managers. Principals are capable of adopting each approach and proper implementation would benefit staff and ultimately, student performance. As found in the case study and literature, currently most principals undertake a managerial role, but neglect to be leaders. Therefore, most principals should emphasize leadership behaviour to bring balance to the position.