Introduction
The supervision of teachers and the methods an administrator uses to go about doing this work is possibly the most important aspect to the job of a principal. Obviously the most important part of a school day is the instruction given to the students by the teacher. Since the principal no longer has the daily instruction of the students as one of their roles, the supervision and guidance of the people hired to do that role becomes the principal’s most important job. As stated above, along with hiring good teachers, the methods used to supervise and guide the teachers and help them grow as educators is the most essential role a principal can play in the success of a school. The way the principal goes about trying to achieve this
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That is probably not a new name or anything cutting edge but is the best way for me to describe my own model. At the heart of this model, is the need for the administrator to develop relationships with the people they supervise. It is important to note that this does not just apply to teachers but the students as well. When people you are given charge over know that you know their situation, care about them as a person, and truly want what is best for them both professionally and personally, you open so many doors to conversations for improvement that could never occur under any other …show more content…
The relational model does however include and less formal, but still documented walk through observation. In this observation, their is a walk through that last roughly 15 minutes and is documented on the principal device. The observation is looking for generalizations about, among other topics, the atmosphere, student engagement, and teacher activity. Items are checked off and comments are placed in the boxes during the observation. As the observation comes to an end, the form is submitted and a copy of the administrator responses are sent to both the teacher and principal. This allows the observation to give the feedback that teachers desire when they are observed and serves as documentation for employment purposes. It also serves as a conversation starter for growth between the teacher and
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.
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. Ultimately, no teacher in any building became a teacher without being a leader first, and as I have looked back on my own past upbringing through scouting by other educators, I see the outpouring of wealth of experience from those teachers just waiting to make a
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.
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.
The role of a principal is a vital function of the school. The manner in which a principal performs determines that success of the school. Being in the position as an assistant principal has allowed me to view this role totally different from I did when I was a teacher. I am grateful to intern, full time trusting that I will gain the most out of this experience. However, there are a number of lessons that I have learned within these first quarter of my internship that will vastly impact my leadership as a new leader.
The school principal reports directly to the pastor. The principal acts as the administrator of the school and sees to the day-to-day operations of the school. Additionally, the principal has as his primary responsibility the faith formation of the students. Furthermore, the principal also reports to the Superintendent of Schools, Office of Catholic Schools. The principal works with the Office of Catholic Schools on strategic initiatives that reflect the vision and mission of the diocese. The Office of Catholic Schools also advises the principal on legal matters, personnel matters and offers expertise on special education and curriculum issues. The principal will also confer with the Parent-Teacher Organization, as well as the Enrollment Management Committee, the Safety Committee and other support organizations, but these groups are advisory, have no authority and do not act without the approval of the
...her to bring attention to issues since they wouldn’t otherwise find out. Elaine said that she would like for management to visit school more often so they could see progress as well as any small problems that are sometimes encountered in a school setting. She would like to share that she would like more meetings with management to keep them updated at least once a month. Her management approach is being empathetic organized open, and secure in her beliefs, always trying to be helpful. Example is she’s changing the school curriculum, so she needs to remove current games and toys, in order to be in accordance with the new curriculum. “The teachers are frustrated, so I help them so that they don’t get overwhelmed and so they can slowly evolve”. My presence and direction eases their concerns. I’m always there to coach them with any new obstacles they have to overcome.
Personal Philosophy of Supervision Beliefs and Philosophy 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). 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 an administrative leader, I will seek to encourage, appreciate, and understand my colleagues, faculty, staff, and students. I will set high standards, be the first to adhere to them, and find the tools and knowledge to improve as well as help others to do the same. Through constant assistance, appreciation, and collaboration, I will help our school will be the best place it can be for learning, growing, and giving.
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as
Principals work in both public and private elementary, middle and high schools. They oversee school operations,
...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.
As we consider the relationships between the members of the organization we must consider all of the relationships that make up the school environment. The student/teacher relationship is the most commonly thought of relationship in the school, and rightly so. For effective instruction to take place teachers must be able to build strong quality relationships with their students (Marzano, Waters, & McNulty, 2005). These relationships must move past the surface level and evolve into relationships build to handle the often complex intricacies of the student/teacher dynamic.
A very important part of the teachers role is to monitor learners performances and keep records such as lessons plans, attendances, punctuality, assessments, achievements and learners development. With all that information the teacher will find easier to get to know the students properly and adopt different strategies that ensure successful learning for all. Being a teacher is a very challenging and honourable profession.
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