Running head: Effective Leadership

Effective Leadership Results in School Improvement

Kimberly D. Nash

Strayer University

June 17, 2013

Effective Leadership for School Improvement

"Educational leadership can be madness or it can make a contribution to improve our schools. It can be a frantic effort to fix everything or it can be concentration on a few important items. It can be a futile exercise of power or it can empower individuals to help themselves. In the face of dramatic social change, a troubled sea of governance conflict, and excessive demands being made on schools, it can be said that one who aspires to school leadership must either be mad or a supreme egotist." (Bainbridge & Thomas, 2001) I would add that whether you are either, the goal should be achieving positive results. There is no easy solution to improving schools and school systems, but it has to begin with effective leadership. School leadership plays a key role in improving school outcomes by influencing the motivations and the capacities of teachers, as well as school climate and environment. Effective school leadership is essential to improve the efficiency and equity of schooling. (Pont, 2008) Effective leaders are the ones who are able to share responsibility, build positive relationships and offer teachers, parents and students an opportunity to work together to improve their schools.

One of the most important goals of leadership is achieving positive results. In education, everyone involved should desire to attain that goal. When it comes to achieving those positive results, the superintendant, principal, the teacher, and parents have to work together for success. The communicating and listening skills of superintendents, principals, and teachers are the basis for their ability to articulate a vision, develop a shared vision, express their belief that schools are for the students' learning, and demonstrate that they value the human resources of their peers and subordinates. Being an effective communicator and listener is also a key component to being an effective leader. I would like for my research to show how a meeting of the minds can result in school improvement. While all of these parties are working together toward this common goal, the major focus is on the principal. He or she is the leader that everyone looks to for school improvement. I included the school superintendant because they are involved in the success of the entire district.

As a parent, I would certainly like to see all of the schools that are in any particular system operating with some consistency. In order for that to happen, the superintendant has to be involved. Cheryl Thomas notes that the public school superintendent is seen as the leader of schools and as a spokesperson bridging schools and the community. (Thomas, 2001) Effective superintendents believe that students come first. They work closely with principals to see that the students are first. Principals and superintendents that lead and guide others in school change take risks but not carelessly or without forethought. Although the principal's role was initially emphasized, research indicates that superintendents use their bureaucratic positions in the formal organization to improve instruction through staff selection, principal supervision, instructional goal-setting and monitoring, financial planning, and consultative management practices. (Bjork, 1993) I have heard it said that good schools are a community’s investment in the children. The superintendant serves as a liaison between community and schools. He/She also works with community leaders (the school board). They work together to set the foundation so that change can take place in the schools. They have to have an idea of what effective instruction is even though they may not deal directly with teachers. Effective superintendants also have to know how to implement programs and see that they are followed through. They also are responsible for monitoring and evaluating the school principal.

The role of the principal has changed drastically in the past decades (Farkas, Johnson, Duffett, Foleno, & Foley, 2001; Murphy, 2002). School leaders must still have a deep knowledge of issues such as facilities, personnel, and finance management; yet these alone areas are not enough to support deep, sustained school improvement. Effective school leaders today must, at minimum, foster rich learning environments for students and adults in their buildings (Barth, 2001); open avenues for sharing expertise (Elmore, 2004); facilitate democratic dialogue that values all voices (Scheurich & Skrla, 2003); build trust (Bryk & Schneider, 2002); and promote shared understandings and a sense of shared responsibility across classrooms and with parents (Elmore, 2004; Epstein, 2001; Porter & Soper, 2003). The principal does not have a lot of person to person contact with the students, but they are mindful of the needs of the students and work more closely with the teachers to meet those needs. While the principal may have the least contact with students with in the school, they are the leaders and should set the tone for the entire school. Effective principals believe in meeting the instructional needs of the students. That involves not only hiring the most effective teachers, but monitoring their progress and providing the necessary profession development so that they can remain effective. In reading the case study of the failing twin done by Collette Bloom, I began to think about other qualities and/or characteristics that must possess in order to improve the school environment and achieve positive results. The principal in this case study did not do a good job with communicating. As I stated before, a good leader is a good communicator. Effective leaders set goals and have a plan to reach those desired goals. While involving everyone in the goal setting process, they take a firm stand and will not be easily swayed by the opinions of parents or teachers who may not agree with their methods. Bloom shows us how, “The decision-making choices of the principal in working with a strongly engaged parent and a disgruntled team of teachers are reflected by a behavioral and leadership style that ultimately alienates the parent, teachers and central office personnel,” (p. 1) results in a child failing. She also shows us that the failing grades were not substantiated. I agree with Bloom when she says that “administrators have a duty to supervise and monitor instruction regularly…” (p. 1). The principal is ultimately responsible for the success or failure of the school. The issues in this case study brought light to the issue of ineffective supervision. It is a good thing for the principal to try to create a peaceful and positive working environment, but in order to do that one must be proactive. If the principal is monitoring the teachers on a regular basis, he/she is able to support and stand with the teacher, while working to solve problems that may arise with parents. Effective leadership is not a solo venture, so principals should also solicit input from teachers and parents as well to arrive at school improvement. Principals should understand the importance of providing feedback that encourages both teachers and students. Successful principals will engage the entire school with continuous messages about what a good teacher does, and the quality of work expected from students. (Elmore, 2004)

Teachers value working with students and believe that they have an impact on their achievement. They have the shared belief that students' learning is of primary importance. (Manasse, 1986) The role of the teacher is one that has evolved drastically as the teacher has gone from being the sole person in charge, to working as a part of a team. I think that anyone could make a case and argue that the depending on where you live, the quality of the teacher is better. For the purpose of this research, I will just maintain that effective teachers get positive results, and that strong leadership makes effective teachers. If you look at teachers of old, you will find that not very many had all these prestigious degrees and titles. They had a genuine love for children and a desire to see them grow to be the leaders of tomorrow. They did not make or except excuses for failure. Robert Holland identifies some ‘No Excuses’ practices in the USA Today article, How to Build a Better Teacher. “Committed teachers" who come to work early, stay late, and call parents if children don't show up for extra tutoring. The disciplined, yet caring, climate for learning set by principals of ‘No Excuses’ schools also is due much credit.(Holland, 2001)

In a lot of situations, teachers spend more time with students than their parents do, it is important that they love what they do and put something into it. In order to be effective a teacher has to be disciplined, have the ability to connect with the students and be able to manage the classroom. On day one, students should learn about their teacher’s rules, regulations and consequences. When it comes to discipline, an effective teacher must not waiver from their principles. If they do, they will not be taken seriously by the students. Effective teachers will ensure that their students know what to expect of themselves and from the teacher at all times. They must find a balance between being BFF’s (best friends forever) with the students, and running a totalitarian classroom. Appropriate classroom management involves asserting authority, while at the same time being approachable and relatable. In order to be an effective teacher, one must be able to make connections with the students. This is a twofold process. First, teachers must be willing to listen. If students feel that they can’t ask questions of their teacher, or if students feel that they can’t address the teacher regarding a matter in the classroom, or at home, then that teacher is not being effective. Second, teachers must be able to relate to their students. An effective teacher will be able to connect classroom subjects with scenarios relevant to their students’ lives, a.k.a. using real-world examples. (Back, 2009) I can attest to the fact that, as a teacher, you wear many hats- mother, father, doctor, counselor, and sometimes friend. The salary may never compensate you for all that you have to do. However, effective teachers make lasting impressions in the lives of the students they touch.

Parental involvement also benefits the school as well as the children. I am really passionate about this matter because I have children in grade school. They have attended private schools, two different city’s public schools, and I have even researched and toyed with the idea of homeschooling. In looking back at my experience with each of them, I wonder why the difference in the results of my children is so vast. My level of involvement was different in each area, mostly because of how I was received in each situation. In the private school I was required to be meetings and after school programs as I was in one of the public schools. The other system, it seems as if anything goes as far as with the teachers, and my involvement. It even varies from school to school in the same system. At one school, the principal is very visible in the day to day functions and I am encouraged to participate. I can see that she takes pride in the school; she is no nonsense when it comes to the results of the students, and everyone seems to be on one accord. While at the other school, I don't think that they had an open house, my son has tons of homework in one class, none in others and his grades are all over the scale. I am the one who has initiated contact every single time. It's frustrating to me and my attitude spills over onto my child. I can say that the quality and practices of the leader (principal) produces the different results. When everyone is working together, we move toward improvement. Parental involvement has benefits for everyone involved. I learned, while working at one of my children’s school, that there are a lot a ways that parents can be involved in the education process. According to the North Central Regional Educational Laboratory, when parents are involved in schools, children have higher test scores and better attendance. Children also tend to have better attitudes about school and better comprehension of their homework when parents are involved in the schools. This may be related to the fact that parental involvement takes some pressure off teachers, who are sometimes overwhelmed with work. The parents respect teachers more because they see first-hand what that deal with on a regular basis. Whether parents are involved in classrooms or indirectly with the school in fundraisers or other activities, the school and school district also benefit. Schools generally have higher student achievement, which makes them look better for funding purposes. They also tend to have higher ratings by the parents when parents are involved. The North Central Regional Education Laboratory also states that schools with parental involvement have better reputations in the areas. Parents that spend time helping out in classrooms generally feel better about their children's education as they can see what kind of a classroom experience their child is getting. Education.com states that parents also get a better idea of how to help boost their child's learning, outside of the classroom when they volunteer in schools. For example, a parent may see that her child's class is learning multiplication. She can then purchase a book about multiplication and practice with her daughter at night. (NCREL, 2010) After looking at the opinions of various experts, I can still see and understand that there is no easy solution to improving the education system. I think that there is a consensus among the authors that I used; effective leaders are much more than just managers. They have vision, develop a shared vision, and value the contributions and efforts of their co-workers in the organization. Administrators' vision tends to include the whole system or, as described by Manasse (1986), their vision is an organizational vision. Teachers' vision appears to focus primarily on the individual or personal actions for school change. However, the two may be different aspects of the same vision. School administrators that have developed a shared vision with their faculty have also created common ground that serves to facilitate or compel action to the realization of this common vision. Underlying a shared vision are teachers' and administrators' shared belief that schools are for students' learning. The connection between leaders' values or beliefs and their vision for their organizations is important. (Manasse, 1986) I believe that the values and opinions of all involved should be closely related, however where those opinions begin to change-someone has to be accountable for the end result. So, I would like to be involved in the process of seeing the vision come alive, but if that vision does not result in improvement, I am looking at the leader as the person responsible for those results. Leadership is not about one person; it’s about building a shared commitment and building a leadership team.

References

Back, K. (2009) Teaching and Learning. The characteristics of effective teachers. Retrieved November 7, 2010 -www.edubook.com
Bainbridge, W. L & Thomas, M. D (2001) School Leadership 101: Understanding the principles of effective leadership leads to better schools. Show Me Education. Retrieved November 7, 2010 http://schoolmatch.com/articles/SMESPR01.htm
Barth, R. S. (2001). Learning by heart. San Francisco: Jossey-Bass.

Bloom, CM (2003) Leadership effectiveness and instructional supervision: The case of the failing twin. Journal of Case Studies in Education
Bjork, L G. (1993) Effective schools-effective superintendants: The emerging instructional leadership role. Journal of school leadership v3 n3 p246-59, May 1993
Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core resource for improvement. New

York: Russell Sage Foundation.

Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, Mass: Harvard Education Press.
Scheurich, J., & Skrla, L. (2003). Leadership for equity and excellence: Creating high-achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin Press.
Epstein, J. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
Farkas, S., Johnson, J., Duffett, A., Foleno, T., & Foley, P. (2001). Trying to stay ahead of the game: Superintendents and principals talk about school leadership.
Manasse, A.L. (1986). Vision and leadership: Paying attention to intention. Peabody Journal of Education, 63(1), 150-173.
Pont, B., D. Nusche and H. Moorman (2008), Improving School Leadership, Volume 1: Policy and Practice, OECD, Paris. (August 2008)
Porter, K., & Soper, S. (2003). Closing the achievement gap, urban schools: Comprehensive school reform connection (No. ED 480 542). Washington, DC: National Clearinghouse for Comprehensive School Reform.
The North Central Regional Education Laboratory: Benefits of Parent and Family Involvement. Retrieved November 7, 2010
http://www.livestrong.com/article/142517-what-are-benefits-parent-involvement-schools/