I reviewed the Administrative Performance Evaluation for the Principals of the Wharton School District. This evaluation benefits the Principal by: • Interpreting job duties into specific goals and strategies • Relating how the employee’s job responsibilities contributes to the overall effectiveness of the school and its mission statement. • Delineating and prioritizing the job responsibilities, and the goals expected. • Providing an opportunity to discuss issues with the Superintendent when assistance is needed • Providing helpful and meaningful job performance feedback. • Recognizing work achievements and strengths. • Providing an opportunity for professional growth and self-improvement. • Helping to determine a pay increase decision. This evaluation benefits the District by: • Communicating clearly the expected job performances, standards, and criteria used for the evaluation. • Reinforcing the employee’s responsibility for their job performance and how it impacts the District and students. • Provides an avenue to discuss improvements needed or reinforcing good work. • Provides discussion of past accomplishments and allows discussion of future goals. • Gaining insight into what is important and motivates the employee. Performance Appraisal Checklist The answers below are based on the review of the Wharton School District Principal Evaluation Form. 1. Does the organization use a behaviorally-based rating system developed through job analysis conducted by a professional consultant? The Wharton School District Principal Evaluation form was not developed through a job analysis by a professional consultant. The Principal’s job description was broken down into categories by the Superintendent and used as a refe... ... middle of paper ... ...the merit portion of the salary schedule. The Rating System would be: 1. The average marking in each category is multiplied by the percentage weight given that area. 2. The weighted scores for each area are added. The sum will fall in a range from one to nine. The total score will be carried out to the third decimal place. 3. The sum of the weighted scores is applied directly to the merit portion of the Principals’ salary schedule. Average Marking Percentage Weight Weighted Score Administrative Skills .20 Instructional Leadership .40 Communication & Interpersonal Skills .20 Professional Growth & Self Improvement .20 Works Cited Rebore, R. (2011). Human Resources Administration in Education. Upper Saddle River: Pearson Education. Wharton Board of Education Principal Evaluation Form.
The case study, The New Principal: Managing Human Resources by Jane A. MacDonald (2006) brings to light many issues a first-year principal could face. For this analysis, I am going to focus on three main ideas: school readiness for change, integrating technology, and human resource needs. All of concerns and tasks that Ms. Zola identified during her brief visit to Roma Elementary fall into one of those overarching ideas.
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.
Schlueter, K., & Walker, J. (2008, March). Selection of school leaders: A critical component for change. NASSP Bulletin, 92(1), 5-18. Retrieved from http://online.sagepub.com
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.
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.
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).
To achieve greatness in staff hiring, placement, and development, we must first define it from the perspectives of the most knowledgeable stakeholders. Student perspectives were used to help determine the most effective and exemplary teachers (Gentry et al., 2011; Walker, 2008) and the teachers’ perspectives themselves were also used to give substance to the data (Gentry et al.,
Toch, T. (n.d.). Membership. educational leadership :expecting excellence: fixing teacher evaluation. Retrieved November 8, 2013, from http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Fixing-Teacher-Evaluation.aspx
Principals have a lot on their job descriptions. One of those tasks principals must do is evaluate teachers. Some principals are good at doing this, while others are not so great because they lack the experience or put it off towards the end of their ever-growing list of tasks they must complete. In order for principals to make this a priority, they must do trainings related to teacher evaluations. I think school district need to do a better job at training school leaders get the proper training and use teacher evaluations to benefit both the teachers and students.
Considering the fact that knowledge of a position is fundamental to the creation of a performance management system in association with an understanding of the strategic direction of the organization, a vital component of the foundation of the performance management system, job analysis, is lacking in Balme Library (Aguinis, 2013). The job analysis provides an organization with an understanding of the knowledge, skills, and abilities (KSA) that are required to adequately perform a specific position (Aguinis, 2013). The job analysis is a systematic exploration of a position, of the skills, resources, abilities, knowledge, and education needed to perform a position (Human Resource Management, n.d.). A job analysis also serves as a basis for the development of a j...
Qualities define one’s true persona, and observing these can help you to determine an effective principal. Great principals take responsibility for the schools successes and failures. They lead in teaching and learning. Effective principals hire, develop, and retain excellent teachers. Be it to hire your replacement or simply to fill and empty position as a school’s head, there are a few qualities that will ultimately stand out when it comes to the final selection. These authoritative figures are determined by their ability to improve staff performance, and be held entirely responsible for their school.
In order to be an effective school, all school personnel must work together in a friendly, caring, polite, and respectful manner. There are a number of positions and employees in a school. “A school is a complex social system, and all the people in it contribute to making it run smoothly” (Kauchak & Eggen, 2014, p. 182). It’s important to acknowledge the contributions of all staff and faculty members. The principal, leader of the school is the ...
Just like what Uncle Ben told in the Spiderman movie “Great power comes great responsibility,” as a leader it is my responsibility to build a systems and make sure that those systems are working to ensure students achievement, a system that will help teachers grow professionally, a system that will help other colleagues function to their fullest potential and system that will bind the community and other partners to be one of the pillars of the school.
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
It takes a knowledge base and an innovated mind to succeed in a competitive society. Preparing to succeed starts in early education programs where students learn discipline, structure, and organization in a safe learning environment. A teacher's positive relationship, high expectations and confidence in students allow for students to learn in an environment that is conducive for learning. Varied student activities and instructional methods arranged for students to engage in, allows for individuality, growth and a quality education. School administrators have an important role in their community. Their professional behavior must be respected and their leadership must be accepted by those that they serve. They follow the National Association of Elementary School Principals and National Association of Secondary School Principals (NAESP/NASSP) ethical code of behavior. This ethical code helps to assist the profession in protecting those deserving its protection. It also helps to raise the confidence and conscience of administrators on behavioral issues. Fundamental ethical principles are always present to guide administrators in confronting, predicting or defining situations. The administrator serves in a public school. He/she is responsible for providing educational opportunities to all and displaying exemplary professional leadership. The motivational factor for the educational administrators is to do what is best for the student. This is important because students are the future of our country.