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ESSAY #1 and #2 As a public school superintendent and educational leader, one routinely is required one to wear many hats and take on various responsibilities. One responsibility of paramount importance communicating the focused mission of the school. Another responsibility is to unfold the academic standards of excellence of the educational institution and advance the academic competitiveness of the Academy of Notre Dame. My experiences in achieving these responsibilities have been vast and range from developing curriculum, instituting highly academic programs which surpass national standards, public relations, budgeting and creatively communicating to all of the stakeholders of the school district. In order to successfully traverse the course of achieving various responsibilities as a superintendent, it is imperative to use an eclectic leadership style. Knowing when to employing a style is then equally important. Above all else, the importance of distributive leadership cannot be overstated. Building consensus and including all parties in the decision-making process is...
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...
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.
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).
It sets the wrong example for everyone and is not a characteristic of an exemplary leader. According to standard ten of the Professional Standards for Educational Leaders (2015), a school leader should continuously seek the improvement of every aspect of schools. The superintendent should be addressing any misconceptions that are brought to the superintendents’ cabinets. The weekly meetings that were being held should be to discover methods and strategies to improve student success and develop professional and knowledgeable employees. Instead, this superintendent seems to protect others from being held accountable for what they say and do. According to standard two, school leaders should promote effective communication, set professional norms, promote integrity, fairness, transparency, trust, collaboration, perseverance, learning, continuous improvement, and professional behavior. This superintendent does not conduct himself as an example for others to follow and does not uphold professionalism while conducting meetings with the assistant superintendent; therefore, one must wonder what other business affairs have been conducted in an unprofessional manner and to what
...ogan talk about “power-with rather than power-over” in chapter 3 of the book The Politics of Leadership (2005). Kowlaski states “that the most effective superintendents are those who work with their board members to build a team that clarifies purpose and makes decisions based on data (Kowalski, 2006).” My goal is to create a collaborative team that works toward the best interest of each student in our district. By focusing on the success of the student we ensure the success of us all. There truly is power in numbers when the numbers are all working together.
In School Leadership that Works Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005). “Some innovations require changes that are gradual and subtle; others require changes that are dra...
Elmore, R. E. & Co. (2000) Building a New Structure for School Leadership. Albert Shanker Institute. Gandini, L., Hill, L., Cadwell, L., and Schwall, C. (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York, NY: Teachers College Press.
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).
It is my belief that anyone with a desire to change the world would be fortunate to work in education. By sharing my vision with others, and building upon my skills while seeking constant growth, I strive to take an approach to leadership that fosters an effective, nurturing educational environment for the entire school community. By creating this type of environment, as well as through embracing and enhancing my leadership strengths, it is my goal to contribute to society by inspiring people to become better not only as teachers and students, but as compassionate human beings.
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.
...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.
The people within a school all have different roles and skills suited to different strategic levels, that work together in order to achieve the common aims of the school. One of the main responsibilities falls to the school governors, a small team of elected members (that work under the leadership of the chair of the governing body) who are responsible for the conduct of the school. Each member brings different skills and ideas to the team and come from different parts of the school for example the teaching staff, community links or the PTA. The governing body committee is required to deal with high level strategies such as; monitoring and evaluating the schools performance, including that of the Head teacher, setting aims and objectives, making difficult decision and creating new policies i.e. admission policies (if that is under the schools control). The schools governors identify areas that need improving such as community cohesion and come up with strategic plans, which may include new policies, in order to achieve this improvement.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
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