Schools can be referred to as many things from schools to institutes, as well as learning organizations, when we look at what common goals and interest they all inspire to build the concept of their professional and educational development, it seems to be the well-being of our children. Much like, that of learning organization, learning communities stress leadership and support are perhaps the most efficient parts of its concept. In learning communities, frequent meetings of educators are held. In these meetings teachers and administrators work collaboratively as they share their expertise and build from one another’s strengths to improve the weak areas are also a strategical part of their developmental process. According to Shirley Hord “Professionals …show more content…
Each of these groups can work individually, rather than with the entire school or collectively, to include all resources inside as well as outside of the school for professional and student development.
Richard DuFour, an expert on the subject of learning communities, stated that the terminology of a school being a professional learning community should only be applicable to “schools in which all teachers and school leaders use specific, recommended strategies(GER,2014). Learning communities serve two main purposes(GER,2014):
1-Improve -dialogue, skills and knowledge of teachers and students through collaborative efforts such as study; Share/exchange expertise to improve teaching strategies and student learning
2-Improve- educational aspirations, student attainment through stronger more effective leadership and teaching and academic
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Within that of the descriptive efforts of traditional education, the views are controversial, some strongly support the views of school being a preparatory for life. In doing so the students are viewed as being passive absorbers of both authority and information, in which the teachers are the sources. Within the confines of traditional education, parents and community units are excluded and viewed as outsiders and are uninvolved. The outside community is an excluded member of the inside school community society. Yet, they are expected to participate in funding the traditional school, but are not an active constituent of decision-making. The decision-making is centralized and based solely from that of the traditional school administration, and their programs with the system are determined by external criteria such as high-stake test results imposed or mandated by state and federal
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.
Many times our first thoughts regarding educational leadership are turned to our first experiences as a child. For most, this individual is the school principal. Teachers and students may have a skewed view of this authority figure. He or she is often the focal point of decision-making and discipline. The principal is the singular driving force that combines teachers with their colleagues and students with their teachers and peers (Goldring, 2...
This is to ensure that the changes that are occurring within education; I am helping to shape and foster. Therefore, as an educational leader I strive to the notion that my most important constituents are my teachers because they will shape the thoughts and opinions of my students and larger community. With that in mind, I want to create a school environment that fosters high-quality curriculum, cutting edge instruction, and 21st century problem solving and equipment learning. Therefore, I want a school that students, teachers, and the larger community would be proud to send their children. Moreover, the reason that I want to lead is because I understand the power that good educational administrators can have on shaping a school, a community, and maybe even a nation. Likewise, for students competing in a 21st century world; they are going to need to have schools that are innovation centers which fosters creativity, problem- solving, and comprehension. Therefore, I believe that it is my job as an educator to ensure that our students are discovering knowledge for themselves, and developing passions that will push them into the future. Moreover, my experience on our school’s principal advisory committee and school improvement council have given me the experience needed to drive through the reforms that we need to within our school. I have seen reforms up close, and I have the experience of understanding what policies it takes to ensure that these reforms are
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...
Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement.
Building Leadership Capacity in Schools by Linda Lambert touched on a number of key ideas. Lambert provided examples from different schools, principals, and her experiences on obtaining and sustaining leadership capacity while developing her character. Lambert points out that to build leadership capacity in schools there should be participation by parents, students, and staff. Also these are the same characteristic as to becoming a great character in society. In this paper I will talk about the staff and there level of participation. Lambert points out that conversation with individuals about their roles as a leader should take place as individuals take on the task of leadership and character development. One key element in the text was the level of participation and degree of skillfulness for leadership capacity while trying to discover your character. Another element in the text that I found key was to break the dependency relationships on staff and the principal. As we work toward building leadership capacity and charcter, it will take time and time is a big factor on building leadership capacity because there are not enough hours in the day to get everything done that we would like to do without strategically planning leadership meetings.
Research shows that schools with involved parents typically also have high levels of student achievement, and schools that are connected and integral to their communities help secure the health of—and spur improvement in—those communities. The successful integration of schools and communities requires a vision of partnership and collaboration that allows for joint use of school buildings with, for example, multifunctional spaces that are used by the school during the day but available to the community after hours. School buildings should accommodate mentoring programs for students, activities by partner organizations to support students and families and community access to resource and meeting space, as well as to recreational facilities and
The establishment of a community of practice may vary: some are small while others are large, without determining how many people should be involved. The membership of community of practice is voluntary (self-selected or assigned) and often structured into a nucleus group and peripheral members. Meanwhile, the leadership can be provided by members and management coming both formally and informally from within and outside the community (distributed). The meeting can take place anywhere, such as on a campus, at a workplace, home, hotel, etc. (Wenger at al., 2002). Over an extended period of meeting, the community of practice needs a facilitator to facilitate the work of the community of practice because facilitation is a way or tool to enhance integration, inclusion, involvement, participation, and equality within the community. Knowledge sharing can be held narratively, or through questions and discussion among the communities (Brown & Duguid, 1991; Prendiville, 2008; Saint-Onge & Wallace, 2003; Wenger, McDermott & Snyder, 2002). The community of practice, according to Cox (2005), has three elements within an organization, namely working, innovation, and learning. Learning within this community of practice is both formal and informal; nonetheless, it demands the community members (learning community) to become good practitioners (Orr, 1991, as cited in Brown & Duguid,
School leaders play an important role in the success or failure of schools, which can and will impact student outcomes. The purpose of this paper is to understand the role of school leadership have about effective programs and leadership they play in leading teachers and developing great schools. What Impact Do School Leaders Have on Successful Schools?
The entire community plays an essential role in the growth and development of children within our community. As a school leader, building an inclusive school culture that is open and friendly to all stakeholders using a variety of effective methods is crucial. There is no magic formula to incorporating a positive school culture, much depends on the leadership of the campus. The leadership on campus cultivates the climate providing support and respect for everyone invested in the student’s education.
Extending on relationships, the partnership between teachers and parents/carers and teachers and teachers can be a rich source of information and play an important role within the development of an inclusive school nature. By creating a sense of community these support netw...
The environment through which education is realized is critical for the learning children. In this aspect, there exist many forms of schooling that support education of children; public schooling, home schooling and private schooling. However, each method of schooling has its own advantages and disadvantages compared to other schooling methods. The above arguments are based on both home schooling and public schooling. Each schooling method focuses on pertinent issues that make the method as the most ideal compared to the other. Moreover, these arguments focus in realization of specific goals of education and education environments as indicated in each subheading.
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
School community relationship helps to improve the quality of education for all children. It helps parents and other citizens recognize their responsibility for the quality
We have a responsibility to cultivate a sense of community and belonging. The quote, “It takes a village to raise a child”, rings true in so many ways. Education is a collaborative effort that needs leadership and a strong vision. Co-operation among all stakeholders is essential. A community is an essential extension of a school. Relationships between a school and its’ community, whether educational, entrepreneurial, co-operative or charitable, should not just be encouraged but pursued.