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Developing collaborative partnership
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During an interview with Dr. Clayton Mork, Superintendent/Principal, from the Crescent School District, the topics discussed included the impact of, assessment of, and improvement of stakeholder loyalty. Also discussed was how the district determines, monitors, and improves stakeholder satisfaction. Impact of Stakeholder Loyalty Dr. Mork shared the impact of stakeholder loyalty on the Crescent School District’s performance results in enrollment of students, positive relations, and a desire to help the students. When stakeholders have a feeling of loyalty, they will tend to speak highly of the district. The loyalty creates a sense of family on the small K-12 Crescent Campus. Teachers and students are very familiar with one another. This family atmosphere has developed into a Crescent brand. As a result of stakeholder loyalty, positive relations amongst students, parents, staff and community members is frequently developed. Positive relationships allows teachers and parents to ask more from their students. A student is more willing to work for a teacher when there is a positive relationship. Parents will be able to encourage children to complete school work when their child has a positive connection with the school. This positive relationship results in a desire for staff and teachers to want to help students. Teachers and staff are less likely to help students that choose not to complete tasks assigned to them or students that have a negative attitude toward them. Assessing Loyalty According to details shared by Dr. Mork, Crescent School District assesses loyalty through monitoring enrollment. Due to Crescent School District being a small, rural district, having all possible students enrolled is imperative. Cres... ... middle of paper ... .... Having many roles offers the opportunity for staff members to become overwhelmed and dissatisfied. Dr. Mork mentioned that staff support is imperative. Use of Satisfaction Data Over the past few years, Crescent School has made several changes due to stakeholder dissatisfaction. Some of these changes include high school advisory, activities/sports offered, and the graduation ceremony length. The administrative team heard from student and other stakeholders about concerns of the number of activities and sports offered. The team worked together to develop new clubs that students have requested. The time of day the club met was also altered to accommodate additional students participating in the club. Dr. Mork and the administrative team listen to suggestions as they come from stakeholders and do all that is available to implement the change, if deemed possible.
Connecting people to the success of the district is one matter, but asking them to support it financially is another. The district is growing in size and is in need of new facilities and internal academic structures to support the growth. As the district continues to grow she is challenged with ensuring that the schools continue to interact with each other and do not return to the independent silos they were when she arrived. Ms. Hall realizes that she is the internal and external face of the district. She takes that very seriously and therefore, tires to view challenges as opportunities and successes as building blocks and
During the school day many support staff will connect with pupils and they can model positive behaviour and send positive message to pupils.
Within my organization there are many different stakeholders. It is crucial to first understand what a stakeholder means. A stakeholder is a person who has something to gain or lose through the outcome of planning process. Within healthcare there are three types of stakeholders, those who receive health care, those who give health care, and those who manage the financial aspects of health care. Health care organizations do not face just one or a few stakeholders they hold many. Healthcare executives must learn to manage a portfolio of stakeholder relationships.
how it will operate through professional leadership, an innovative partnership, educates, enhance student’s career, and community engagement.
The Twin Cedars Community School District Board of Directors should decide in favor of funding a school dance team. Twin Cedars, a small country based school of approximately 500 students K-12, has never had the benefit of having a dance team. Two years ago, three Twin Cedars students got together with their dance instructor, Shannon Smith, an alumnist of Twin Cedars, and suggested that the school should have a dance team. Smith volunteered her time to coach and choreograph for a new dance team. Smith took this idea to the principal of Twin Cedars, Mike Helle. Helle agreed to allow Smith to start a dance team that could practice at school, but refused to fund the program as an extracurricular activity. This meant that if there was to be a dance team, all funds would have to be raised by the dance team members alone and Smith would have to volunteer all of her time and effort without being paid. Despite these two points Smith agreed to start the dance team.
As a new volunteer at St. Mary’s School in Canton, NY I was recently acquainted with the administration of Latchkey. Latchkey is an afterschool program for students at St. Mary’s that’s held in the school’s gymnasium. The program provides the kids with an opportunity to do schoolwork and play games if they are unable to go home directly after school. The program is run by a few adults and is facilitated by St. Lawrence students. Within the past few weeks I’ve witnessed the established style of leadership that drives Latchkey and the roles that the leaders and students have adopted. Although this style is sufficient for the program’s operation I believe the children would have a more fulfilling experience if this style was changed.
"Premier Leadership." FFA. Brand Identity Study, Strategic Marketing and Research Inc., 2005. Web. 26 Mar. 2012.
Schlueter, K., & Walker, J. (2008, March). Selection of school leaders: A critical component for change. NASSP Bulletin, 92(1), 5-18. Retrieved from http://online.sagepub.com
One of the major connections that I was able to make during my interview and our readings was the leadership implications that Patterson discussed. He outlines four steps to becoming a value driven organization: being clear about core values, understanding values hierarchy, constructing core value statements, and collecting feedback. (Patterson, 2003.) It was clear while speaking with Ryan that the Sauk Prairie School Board is very value driven
Stakeholder, plays an important role in decision making progress whom can provide the new information, some extra solution, the benefit in other degree, and make the outcome. Indeed, stakeholder’s joining can bring a lot advantage to the company, but before we discuss the strategies to make sure their continuous involvement and commitment, let me explain the reason why they not want to join in or why they lost the passion to have the commitment.
Each stakeholder has a vested interest in the student's success, but how they might support the student is different as well as the delivery method. I have also realized that each stakeholder's needs must be met in order for them to be effective. Areas that could be improved upon are organization and allocation of funds for resources. At times, events have been unorganized and meeting spaces were not available. A monthly calendar as well as a weekly events list could be sent out to all faculty and staff. In regards to allocation of funds for resources, this could be identified at the beginning of the year to address the needs of our stakeholders. Another meeting mid-year then another at the end of the year to evaluate and reflect upon the school
We move through the world focusing on ourselves, focusing on what benefits us or might set us back. We live everyday as the one before, not questioning our actions or why we do it the way we do. A constant routine and that takes a hold of our perspectives on what might be happening behind the scene. In high school, we might only see what administration lets us. For example, an innovation school is either a conversion of an existing school or a new school. It is a public school that can be established by a wide range of applicants, and have flexibility in curriculum, budget, schedule and calendar, staff, and district policies. Although in exchange for increased ownership, eligible entities will be help responsible for improving student learning
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.
Recruit teachers who work from a values base, which is consistent with the school culture the leaders seek to develop or “get the right members on the bus”.
One of the most effective ways teachers are able to manage a classroom is through developing positive relationships with students (Emmer & Evertson, 2013). When students feel they are valued and cared for by their teacher, they are much more likely to comply with rules and procedures. A classroom teacher has the great responsibility and privilege to be around students for up to seven hours per day, five days per week for around nine months and during that time, teachers must work to develop positive teacher-student relationships with each student (Boynton & Boynton, 2005). When students are able to experience healthy relationships with their teachers, they grow personally and are self-motivated and achieve academic success (Tassione & Inlay, 2014). There are a number of ways to enrich these relationships and they are all initiated by the teacher. While there are many ways teachers will find to develop teacher-student relationships, only a select number of them will be discussed here.