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Benefits of cooperative learning in the classroom
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Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a …show more content…
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching …show more content…
Collaborative leaders have a positive impact in schools. Even though principals are responsible in leading the whole school, those that have the ability to inspire their teachers to follow and share his or her vision, will make a positive impact. Interaction between leader and teacher is necessary to make positive changes. Allowing teachers to participate openly and respectfully creates trust and confidence. Teachers that trust their principals and feel are taken into consideration will work harder to meet and exceed expectations. Honesty, communication, confidence and respect between leader and teacher will lead to great team work. 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
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.
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.
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).
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
According to Blase, Blase, and Phillips (2010) educational leaders in high preforming schools effectively balance administrative and instructional leadership and provide stability, predictability and support. The current paradigm of educational leadership is management of facility, budget, school safety, and student discipline. Administrators must place more emphasis on methods to balance the responsibility of instructional leadership. It will require effective leadership characterized by their ability to redesign their schools into an effective organization. This can be done by a leader’s willingness to take risk. Risk taking would involve the leaders’ commitment to work collaboratively with teachers to set school wide and classroom goals suited to meet the unique needs of the students. It would require educational leaders to refuse to adopt a manufactured educational program but to make a commitment to their students and teachers to create a learning environment that is unique and relevant. Educational leaders would evaluate teachers on the effectiveness of their instructional practices. Each teacher would be held accountable for data that supports the need for goals developed for their classroom and methods used to track progress, use of instructional strategies, how assessment will be incorporated to drive instruction and monitor learning, and the effective use of assessment
Leaders have a responsibility to ensure that the organization is running effectively. In addition, the decisions that are made should be in the best interest of the organization, therefore, the leader should ensure that the decisions are moving the organization closer to its vision. According to Manning and Curtis (2015), there are 10 qualities that influence the leadership process: Vision, Ability, Enthusiasm, Stability, Concern for others, Self-confidence, Persistence, Vitality, Charisma, and Integrity. Leaders have to consider these 10 qualities when making effective decisions about the organization. Conversely, when these qualities do not influence the decision-making process for leaders, the organizational leader is not possessing
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.
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
Leadership styles begin to emerge the day a teacher enters the classroom. Although the leadership is generally confined to leading and developing students at that time, teachers are hard at work trying out methods of management and taking note of what does and does not work. The effective methods become part of the teacher’s leadership style. Although the ineffective methods are generally discarded, they also assist in shaping the teacher’s leadership style.
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.
Teachers and leaders work and communicate together to initiate changes that’s needed to build new ways of learning, sharing and accessing knowledge, then putting it to work in the lives of all students. At my school we have learned education, science, technology and hardworking devoted staff members are the key to preparing our students for a great global education and future.
Lampkin, Folsom, and Herrington (2015) reviewed numerous studies investigating principal characteristics and student achievement. The authors reviewed 803 quantitative and qualitative studies conducted in all 50 states. Throughout the literature, they found three common themes of principal characteristics that increase student achievement: precursors (conditions that shape leadership behaviors), behaviors, and leadership styles. A relationship between teachers, parents, and students was found in many of the studies to have significant positive influence on student
Since our current curriculum policies changed, teacher is the main focus by person upstairs as implementer of new policies. Therefore, teacher leadership and professionalism in every teacher are vital to create and maintain the positive vibes in schools. Teacher leadership can be seen inside and outside of the classroom of every teacher due to the ability to teach and perform the administrative works (Katzenmeyer & Moller,2009; Lambert, 2003). Besides, it is one of the most important variable in predicting the level of professionalism for each teacher. Other than having roles in classroom, teacher also has the roles in administering some of the works for school improvements (Smylie & Denny ,1990; Harris, 2002; Katzenmeyer & Moller,2009).
Our nation’s education system strives through the hard work and dedication of its educators. Often great teachers, principles and supporting staff are drawn to the profession because they possess the desire to empower, inspire, nurture and watch young people grow - not only academically, but also emotionally. These people are there because they want to make an impact upon our society and the lives of whom the reach. Highly effective teachers are those who have taken learning to new heights by accelerating student learning, closing achievement gaps that persisted for decades, and promoting a mindset of change. Moreover, the presence of highly effective teachers in classrooms today continues to manifest as a result of the support from strong school leaders (U.S. Department of Education, 2013).