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Leadership in educational settings
Leadership in educational settings
Leadership in educational settings
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The effectiveness of a classrom teacher depends considerably upon the leadership style and efficacy of the school principal. Principals have a leadership responsibility to lead with passion, committment, and vision to the highest ethical and intellectual standards. The main job of any site principal is to help teachers become better, as stated by Dr. Gentilucci (2017) “There is always room to grow,” and to do so, principals must lead by example. There is little doubt by most experts that school administration, specifically the principal, play a vital role in positively influencing the performance of classroom teachers.
There are a variety of strategies that school principals can implement to create a positve school culture where teachers not only perform well, but want to perform well. The most profound impact that a principal can have on teacher performance is tied to the management-by-wandering-around (MBWA) movement (Zepeda, 2012). This type of formative supervision takes the form of walking around campus and regualrly stopping in to each classroom; this strategy is also referred to as SBWA (Supervision By Walking Around) by Dr. Gentilucci (2017). Informal walkthroughs are a way for principal’s to be visible and have daily, positive interactions with
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SBWA not only ensures employee accountabilty, but illustrates the principal’s understanding that one of the main aspects of his/her job is to be a part of all the teaching that takes place in school (Zepeda). This
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 As an administrator, I have the opportunity to mirror this same attitude in my performance. Through classroom visits, I have to take advantage of the lessons and instruction I see to what the most effective teachers do. Regular teachers and students are often enclosed in a box and don’t always have this opportunity to see the world outside those four walls, but it is important for them to see this as well. The transparency that social media and today’s technology brings us allows the teacher and student to be innovative in how they approach lessons, not only for ourselves, but for kids and adults all across the world. Ultimately, it’s important as a leader and building administrator to remember “what is best for kids” and to allow them to experience growth from everyone around them, even if it’s from the negative
Furthermore, in another district policy, it states, “In support of this Board's strong commitment to the public's trust and confidence of school staff, the Board of Education holds all school staff to the highest level of professional responsibility in their conduct with all pupils. Inappropriate conduct and conduct unbecoming a school staff member will not be tolerated in this school district.
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.
Principals must provide instructional leadership to facilitate and promote active learning experiences for all students because effective instructional leadership is not something principals achieve by following a checklist or tasks or a step by step program. It can be taught and be learned. (David M.Quinn 2002)
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).
students safe and be based on trust not fear. I want to be a classroom managager who supports
One of the most functioning classroom management approaches; is the development of a quality relationship amongst the teacher and the students in the classroom. Teachers who implement a relationship-building approach to classroom management by concentrating on emerging the whole student are more likely to help their students socially appropriate behaviors. Although these strategies, though helpful, they still leave teachers struggling with the most difficult students such as Ms. D's case. When parents send their children off to school each morning, they trust teachers as well as other school officials to care for their children's wellbeing. Teachers must maintain a wide range of responsibilities to students that come from a variety of federal,
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
Creswell (2005) identifies limitations as potential problems or weak areas of a study. The proposed study does not intend to determine the level of teacher satisfaction select teachers have with the leadership of the principal. This study is motivated to provide and identify strategies through the use of observations and interviews of select elementary school teachers and principals to add information to the knowledgebase
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.
I have some doubts on what DuFour stated because I do believe that effective leadership from a principal is very essential for a school to make a positive change. In our school, the district hires new administrative staff every two years and I have experience principals with strong leadership skills as well as principals with weak leadership skills. For instance, I have experienced success working with great principals and we have improved our scores in state assessments. On the other hand, I have also experience success working with principals that lack leadership skills in the school. For instance, a few years back, we had a principal that lacked communication skills as well as leadership skills and we still managed to improve our scores and succeed. There are a few teachers in my school that have been working collaboratively for fifteen and twenty years and they had established a professional learning community. We improved our scores having a weak principal because we all decided to use our leadership skills in our professional learning community. In fact, we all knew what we had to do and we did it with little or no help from the principal. For this reason, I believe that positive chance can be achieved with and without effective leadership from the principal. Teacher leaders can make a positive in school in a
Schools bear most of the responsibility of preparing young people for the working environment. Children learn punctuality, time management, and to respect the authority of their teacher which prepares them to respect their boss. The curriculum also plays an important role. A class in civics teaches a child to be a good American, and a class in home economics teaches a child how to operate a househol...
As a visiting international educator, I have had the opportunity to work with several great school principals, dedicated teachers, terrific students, optimistic parents, and caring school community. Similarly, I have worked with the total opposite of the described individuals. Nonetheless, each teaching experiences gained from working with these individuals have helped to shaped who I am today both personally and professionally. Some experiences have been wonderful, part of the reason why I aspire to be a principal, while other experiences have challenged me to question my role as teacher and as an aspiring principal. I choose to speak of latter as I reflect on Tschannen-Moran’s (2004) book entitled, Trust matters: Leadership for successful
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
Another important social contribution made by teachers to society is the aspect of leadership and guidance (Singh and Samiti). Teachers are perhaps, the best examples of guiders and leaders in a community. As such, teachers demonstrate to the society how a dynamic leader should behave and act (Collay 32). Apart from being...