1. What are some ways that you connect with your school community? (Fostering Effective Relationships) – When asking a principal this question, it is important to look for answers that go beyond the basic answers like staff meetings, emails, etc. I would look for answers that go above and beyond what is expected. For example, one of the best principals that I knew spent every morning welcoming staff and students to the school at the main doorway. He would ask questions about their family, talk to them about their lives, and get to know them in a much deeper way than what was expected. Although this principal has been retired for a few years, many of his staff refer to him as legendary because of the way that he would go above and beyond connecting with kids and community, before and after school.
2. What are some areas of teaching and learning that you can lead in the school? (Instructional Leadership)
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What are you hoping teaching and learning looks like in your school and how do you communicate that vision? (Embodying Visionary Leadership) – There are many leaders in schools that often communicate a BIG PICTURE of what schools should look like, but can’t clearly communicate what it looks like for teachers and students. It is important to be able to discuss elements of learning that you are looking for in the classroom. Not only is important to hold this vision, but to help develop it with staff and be able to communicate it clearly. Many new educators walk into schools thinking that “quiet and order” are the expectations for classrooms, so even though they are doing some powerful work in their classrooms that looks quite messy, they are worried that it does not fit in with the vision of their boss. Due to this, many will often try to tailor their work to look like what they think the principal wants because they really don’t know what is expected. Having a vision is important but clearly communicating and developing that with staff is also
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
This school has had 5 principals in 4 years. I spoke earlier about this school being a part of the I-zone. The I-zone is a special subset of schools within Shelby County that are given the task of leading a school from the bottom 5% to the top 25%. In that there is a high turnover rate with administrators and teachers. I was selected to be a turnaround principal given a certain amount of time with the authority to make necessary changes. The community asked for a principal they could relate to. They wanted to be involved with the school and wanted resources given back to them so they could help their children. I listen to community concerns and established a parent power committee so they could be partners in education with us. We reached out into the community to garner some wrap around services to help and support our students. We gained seven (7) new Adopters who have formally taken the charge to provide resources that all students will need to achieve academically. Life Church gives us food. Bellview Baptist Church comes in and tutors all our 2nd grade students. Kappa Alpha Psi Fraternity has volunteered to come in and work with our students on STEM projects. We have Omega Psi Phi who comes in an exposes our kids to social and character development. And the list goes on. There just so many programs and organizations ready to work with us because they know
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.
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.
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).
Students need to be able to come to school, feel welcome, and receive the best education that their teacher can provide. To be able to do this the principal needs to make the decisions that supports his/her school. Principals need to be role models and responsible decision makers. Policies and procedures need to be updated regularly and should be reviewed by multiple parties.
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
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
Touching lives and affecting the outcome of so many futures a teacher is the epitome of a leader. Just as a leader has his or her own style, a teacher’s way of motivating his/her students, also plays an important role for a students success. Spending more time children then most parents do, a teacher is crucial in shaping with children of the future. If teachers are poor leaders then children suffer. When they shine as leaders, children blossom and the universe is wide open. As a teacher must fine tune their leadership skills and find the best style of teaching for the students who they are teaching. The intrinsic characteristics of a teacher can be categorized into a few main teaching styles or leadership styles. Directing, participating, delegating, and combined styles are the main forms of teaching and leading. The qualities associated with these styles are necessary to any teacher. The purpose ...
Wesley, D. C. (1998). The. Eleven Ways To Be a Great Teacher! Educational Leadership, 55, 80-81. Wood, C. (2008).
plan. The first hurdle many new teachers have to overcome is the ability to maintain control of
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.
My leadership model would keep quality education and its goal as the universal, underlying focus or vision much like the Instructional Leadership Model. Similarly, capable and motivated educators would be sought, curriculum and instruction would be reviewed for effectiveness, training or additional support would be given to develop teachers’ abilities and appropriate, relevant textbooks and supplies would be provided. However, one key departure from the Instructional Leadership Model is th...
A. What is teacher leadership and empowerment and why should it be promote in schools?
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