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Five importance of supervision in education pdf
Leadership styles introduction
Leadership styles introduction
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Analysis of Supervision In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership. School Category The school categories are conventional, congenial, or collegial. These three categories are distinguish by discussing the style that the principal administers the school (Glickman et al., 2010). Each individual category gives out a different outcome. A conventional administration or leadership it is recognized by the lack of communication among the staff and the administrator, also, the independence of the teachers is evident, it is no common goal it is a more individual goals setting, usually the responsible for everything are the students and teachers... ... middle of paper ... ...ased on the job or actions of a person, and not because their title (Waite, 1995). It will be imperative that the leader could take in consideration how to facilitate any changes and the action to research. These two will help in identify best practices and goal setting for the school improvement. References Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135 Marshall, K. (2005). It's Time to Rethink Teacher Supervision and Evaluation. Phi Delta Kappan, 86(10), 727-735. TURAN, S., & BEKTAŞ, F. (2013). The Relationship between School Culture and Leadership Practices. Eurasian Journal Of Educational Research (EJER), (52), 155-168. Waite, D. (1995). Rethinking Instructional Supervision: Notes on Its Language and Culture. New Prospects Series: 1.
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).
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Even though this increasing awareness of the multicultural issues, many supervisors are not being trained how to deal with this issues in the daily practice. As a school administrator it is important to be a motivator for the teachers that are under your supervision, it is necessary to stimulate enthusiasm in all the staff (McNair, 2011). In order to cultivate passion for a change, even when people has the tendencies of not wanting changes (Glickman, et al., 2014). As humans changes are seeing as other’s plans, sometimes feel that they being imposed to someone else’s plans, when communication it is not establish it is perceived as imposition, something that it is imposed on them, feeling threat if they do not realized what they being told. People perceived different when they feel that they are in control and the supervisor is there to collaborate...
The school provides a safe environment for students to accomplish academic, social and emotional development. The leadership of a building will include effective decision making, human resource management, mission or purpose, understanding of change, relationship buildi...
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
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.
Leonard, Edwin C., Jr. Supervision Concepts and Practices of Management. 12th ed. N.p.: SouthWestern Cengage Learning, 2013. Print.
Northouse, P. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: Sage Publications, Inc.
Research findings regarding classroom managements have been applied in three domains in educational psychology: in-service and pre-service teacher preparation programs, teacher assessment and evaluation, and teacher’s pedagogical knowledge (Emmer & Stough, 2001).
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
In "The Little Black Book Of Supervision", Chapter-1 of Effective Supervision, Gil Sargent concludes that supervision aptitude is required to achieve in an organization.
As mentioned before, leadership styles take an important role in running a school. Unfortunately, many principals have not yet defined their leadership style and struggle to administrate their school. They are responsible not only of teachers and students, but of every employee in the school. They have the power to control all the resources available to improve and meet academic goals. Despite their power, principals need to identify appropriate leadership styles to succeed as
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.