...developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a kind of moral and transformational power over the organization. Effective school leaders are the key to large-scale, sustainable education reform. Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters...
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...Leadership Development Plan GM 592: Leadership in the 21st Century Contents Purpose of Study 3 Background Analysis 3 Literature Review 4 Benchmark Analysis 7 SWOT Analysis 8 Proposed Action Plan and Implementation Timeline 9 Potential Impact of Current Trends 10 References 11 Purpose of Study I currently work for CDM Resource Management. I am a Capital Asset Manager and currently the only one for our company, due to the number of customers we have at the time. I have been with CDM Resource Management since May 2010. During this time I assist other companies in improving their persistence rate putting them as an improved company. While I was assisting the other company I knew CDM Resource Management was going to add another company and I decided then I wanted to be a part of that company to ensure that company would be successful. While this was transpiring CDM Resource Management decided to change our positions to coincide with other positions in the industry. Being at CDM Resource Management I know there is a possibility of growth for me. In previous positions prior to CDM Resource Management I was never in a leadership role however I was in charge of various projects and even an administrative assistant group which I established at one of my previous projects. Through taking this class and other leadership type courses I expect to become an awesome leader. Background Analysis Working in oil and gas industry you are faced with many...
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...Directing Instructional Goals Since the primary purpose of schooling is learning, then deciding what should be taught, how much of it should be taught, and how it should be organized for teaching are the paramount goals for effective instructional leader. Thus, according to McEwan (1998), it is the ultimate responsibility of the instructional leader to guide the development and implementation of instructional goals or the broad general outcomes that define what students should know and be able to do when they exit the school. In her authoritative work on instructional leadership, she proposes guidelines in directing instructional leadership in school. First, the leader must involve teachers in developing and implementing instructional goals and objectives. Teachers may be encouraged to identify significant, meaningful data to be compiled for the school portfolio; interpret the data, request more data, and identify areas of concern; focus areas of concern on a few priorities and developing goals; participate in study groups to further analyze improvement concerns, select indicators of improvement and recommend validated strategies, affirm the completed school improvement plan; participate in staff development to learn the use of new strategies and assessments; and discuss evidence of progress with implementation and goal attainment (Holcomb, 1999). Second, the school leader must incorporate the designated government and/or system curricula in the development...
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...Final Plan for Collaboration Cassie Corona Capella University Introduction All schools have a vision or mission statement and this is what they strive to follow as far as what their goal is. My school is no different. To have a vision and action plan of collaboration is important. Having strong community-parent ties can ensure that students are learning and are successful. “When a school begins to function as a professional learning community, teachers become aware of the incongruity between their commitment to ensure learning for all students and their lack of a coordinated strategy to respond when some students do not learn.” (DuFour, 2004) Identifying the Problem Desert View Elementary has a primarily white population of 67%. However, we also have one of the largest Hispanic populations in the district with 29%. Desert View is 56% male and 44% female. About half of the student population comes from low-income families. We serve 53% of the student’s free or reduced meals. There are 14% of students that attend Desert View that are on an IEP and 15% that are ELL. For years now Desert View has been a school within our district that is a choice school. There is a current achievement gap among Desert View and the rest of the school district. The decision of making this school a choice school was made because of the consistently low PAWS test scores. PAWS is our standardized test that students are required to take...
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...Carolina Standards to fulfill the goals that are require to improve and share a vision of the changing world in the 21st Century that schools are preparing children to enter. Standards 1: Teacher demonstrates leadership in the classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all student to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st century they establish a safe, orderly environment and create a culture that empower students to collaborate and become lifelong learners. • Take responsibility for the progress of all students. • Communicate vision student. • Use a variety of assessment data throughout the year to evaluate progress. • Establish a sage and orderly environment Facilitator demonstrate the value of life long learning and encourage the school community to learn and grow. They are reflective about then practice and promote inclusion and analysis of assessments that are authentic, structured and demonstrate students understanding. Standard 2 Instructional technology Facilitator demonstrate 21st century leadership in school Instructional Technology Facilitators • Provide effective leadership and support for establishing, promoting and sustaining seamless use 21st century technology tools and information resources • Teacher work collaboratively with school personnel to create a professional...
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...and the success of state standards. Implementing a collegial coaching program in a school setting is beneficial when attempting to improve the school’s AYP, student mastery, and teacher effectiveness. The school and staff must have a shared vision and purpose so that the coach can develop a plan of action, workshop of strategies, and effective resources. Many factors mandate coaching; changes in curriculum, dynamics of the school culture, and approaches to teaching. Regardless of the geographic location of the school, the challenges are the same, however the approach may be different. Coaching is effective across the globe. The scope, sequence, pacing guides, and policies are often orchestrated by the teacher to establish or maintain their professional beliefs and objectives. Globally, the expectations of teachers are the same. Transforming the world begins with great teaching. Coaching is a significant global professional development strategy. The search for proficient, competent, and experience instructional coaching professional became prevalent when the federal government mandated that all school districts develop and implement a school improvement plan such as instructional coaching that provided consistent training, restructuring, and development so that no child was left behind. As a result of the increase need for improvement, the collegial coaching phenomenon has increased its global interest....
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...Continuous Improvement Planning Process Dawn Martinez Grand Canyon University: EDA 577 October 1, 2014 Continuous Improvement Planning Process Edwards Deming created a four-step continuous improvement plan that guided educational organizations through a process that would lead to improved student performance (Bernhardt, 2013). The four-step process is used widely in school systems today. Continuous school improvement can be defined as a process of improving schools on an ongoing basis through planning, implementing, evaluating, and improving (Bernhardt, 2013). In order for the system to be effective, all staff members in the educational organization need to be involved and aware of the vision for the school. When an entire school is clear about what needs to be done to improve student performance, the entire school can move ahead and increasing student performance becomes the forefront of efforts made by everyone. This paper will discuss the continuous improvement plan of Patriot Elementary and the action planning steps that are present as well as how the improvement plan is correlated with the ISLLC 2008 Leadership Policy Standards. Evidence of Action Planning Steps When examining the Unified Improvement Plan (UIP) for Patriot Elementary, action planning steps are evident. When developing the UIP for each school year, the Accreditation Team begins by looking at the general demographics of the student population as well as the larger picture of the community as a whole...
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...Table of contents TITLE PAGE………………………………………………………………………………..3 INTRODUCTION…………………………………………………………………………..4 LINK BETWEEN STRATEGIC LEADERSHIP AND MANAGEMENT…………………4 IMPACT OF LEADERSHIP AND MANAGEMENT ON STRATEGIC DECISIONS.........6 LEADERSHIP STYLES AND THEIR ADAPTATION TO DIFFERENT SITUATIONS….7 * Slowdown in economic growth of main market of an organization………….7 * Leader succession……………………………………………………………..8 CALVIN CHRISTIAN UNIVERSITY……………………………………………………….10 * Geographical location and public sector………………………………………10 * Current leadership and management style……………………………………..10 * More Suitable leadership and management style…………………………….11 CURRENT EXTERNAL INFLUENCES ON CALVIN UNIVERSITY AND LEADERSHIP REQUIREMENTS…………………………………………………………………………....13 * Current external influences……………………………………………………14 * Current leadership skills requirements……..…………………………………14 FUTURE INFLUENCES ON CALVIN UNIVERSITY AND FUTURE LEADERSHIP REQUIREMENTS…………………………………………………………………………….15 * Future influences………………………………………………………………15 * leadership skills requirements………………………………………………….16 SELECTION CRITERIA FOR A SUITABLE CANDIDATE AND DEVELOPMENT PROCESSES………………………………………………………………………………….17 * Selection criteria……………………………………………………………….18 * Development processes………………………………………………………...18 PLANS AND DEVELOPMENT PROCESSES OF STRATEGIC LEADERS AT CALVIN’S UNIVERSITY………………………………………………………………………………….19 IMPROVING THE PLANNING AND DEVELOPMENT PROCESS OF STRATEGIC...
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...06/17/2010 Strayer University If I had to choose a leadership style then, I have to say that I believe that I represent the Human Resource style of leadership. In an effective leadership situation, the leader is a catalyst and servant whose leadership style is support, advocating, and empowerment, while in an ineffective leadership situation; the leader is a pushover, whose leadership is abdication and fraud. Human Resource Leaders believe in people and communicate that belief; they are visible and accessible; they empower, increase participation, support, share information, and move decision making down into the organization. Scratch the surface of an excellent school and you are likely to find an excellent principal. Peer into a failing school and you will find weak leadership. That, at least, is the conventional wisdom. Leaders are thought to be essential for high-quality education. But is this indeed true and if so, exactly how does leadership work? Amidst the seeming certainty that leadership matters, there is much that we do not yet understand about effective educational leadership. However, the knowledge base about leadership is constantly growing. This knowledge can be used with confidence to guide leadership practice, policy, and research. It also can provide a good starting point for dialogue with diverse audience about the future of educational leadership. Like other complex human activities, leadership is difficult to pin down. It might even be unwise to narrow...
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...legislatures are creating high-stakes assessment systems that hold schools accountable for student achievement. In response to this initiative the president of the United States, Barack Obama, has created an initiative called “Race to the top”. This program was developed to give school districts financial incentives to improve failing schools and motivate educators about attaining these expectations. In addition, this “race to the top” initiative will increase the emphasis of accountability on teachers and school leaders. More than ever, in today’s climate of heightened expectations, principals are in the hot seat. They are being scrutinized on their ability to improve teaching and learning. They need to be educational visionaries, instructional and curriculum leaders, assessment experts, disciplinarians, community builders, public relations experts, budget analysts, facility managers, special programs administrators, and expert overseers of legal, contractual, and policy mandates and initiatives. They are expected to broker the often-conflicting interests of parents, teachers, students, district office officials, unions, and state and federal agencies, and they need to be sensitive to the widening range of student needs. A principal is usually held accountable in formal and informal ways for school outcomes by their superintendent, the school board, the staff, and the parents. The primary administrative role of a principal is hiring, supervising, and evaluating faculty and...
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...incredible responsibility of overseeing instruction at your school and the tools that teachers use to facilitate instruction. You must be familiar with the newest and best materials and practices for effective instruction as well as someone who can motivate and facilitate effective staff development. These are just some of the areas in which you must be aware and knowledgeable. However, these days Principals are not alone, they are surrounded by talented people who bring a great deal of experience to the table and Principals need to be ready and willing to utilize those talents, “The principal of a successful school is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others. He or she is the person who symbolizes, supports, distributes, and coordinates the work of the teacher as instructional leader” (Mednick, 2003). School Culture What is meant by the term school culture? One of the definitions I found in my research sums school culture up nicely, it says school culture is “ the beliefs, attitudes, and behaviors which characterize a school…experiences both in and out of school (traditions and celebrations) that create a sense of community, family, and team membership” (Wagner, 2006). We often times here administrators boasting about school culture or discussing its importance but how often do we see administrators taking time to survey and figure out how...
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...Consortium (ISLLC) is a program that has standards for school leaders to follow. The six standards are to be used as guides to make sure the organization runs smoothly. If ever the organization gets off track, the ISLLC standards can also be used as tools to get the organization back on track. These standards also keep the community informed and a part of the decision making process. Final Benchmark Assessment: Individual Reflection Essay The purpose of this essay is to show possible solutions to leadership challenges using the ISLLC 2008 standards. The purpose of the standards and how they impact the educational community will also be addressed. The ISLLC 2008 standards were drafted by personnel from 24 state education agencies and various professional associations (ISLLC, 2008). These standards were developed to enhance the skills of school leaders in order to produce enhanced educational outcomes (ISLLC, 2008). Standard 2 The first major challenge facing the leadership at my school is students that cannot read. Many students that reach third grade in my school are reading at a grade level below and some are two grade levels below. This is a major issue because it means that the ball has been dropped and it is also the first year for the students to take standardized tests. This challenge reflects Standard 2. As a leader, I would collect and analyze data for students with reading problems beginning in first grade. Teachers would be required identify struggling...
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...Leadership Style Bret Jacobsen Western Governors University Leadership Style A1. & A2. Style and Philosophy Impact/Evaluation: The practicum site administrator most often utilizes a transformational leadership approach, where she likes to be out among the stakeholders, including parents, teachers and scholar’s, providing a hands on methodology to leadership while being involved with those she works with. The site administrator sets the example, by modeling what she expects others to do. Additionally, the administrator likes to put coworkers into a position where they feel confident and comfortable solving their own problems and solutions without being micromanaged, which creates ownership. Her door is always open and she is willing to help if needed, but prefers to let stakeholders be professional and do what needs to be done. According to Smith (2017), a transformational leader creates an empowering culture that includes, values, shared vision, intrinsic needs and covenants. The principal rarely becomes authoritative in her leadership approach, but has had to use it on occasion when direction was necessary. In my opinion, you seem to get a much better outcome when stakeholders are given time to reflect and come up with their own solutions or ways to accomplish a certain task, which empowers the individual, and brings about...
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...Culture & Leadership Behaviors Observation Template Leaders Moves & Behaviors | Evidence | Vision and Values | In what ways do you see members of the leadership team communicating a strategic vision and a set of actionable values for the school? Please reference Bambrick’s “Leverage Leadership” DVD, Section 5, Student Culture Rubric 4A. | Infinity: The use of the culture rubric to identify how staff is performing. This rubric is normed by leadership team and then given to staff members in order to improve their practice. Hallways have signs reminding scholars of hallway behavior and why it is important to success. Leaders are visible in the hallways and interact with scholars when they do not comply.Laureate: Clear routines and procedures are in place and are the same across every classroom. School leader leads breakfast and lunch—sending the message that these routines and procedures are important enough for him to be involved. | What are the expectation messages about students? Do the adults in the school appear to understand and share the belief that all students can learn and achieve at high levels? If so, what is the leader doing to feed and nourish that belief? If not, what is the leader doing to examine or change that belief? Please reference Bambrick’s “Leverage Leadership” DVD, Section 5, Student Culture Rubric 4A. | Infinity: it is messaged through out the school that college preparation is the key. There are motivational signs through out...
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...Introduction Bill Clinton Middle School is one of the failing schools in Florida. I have recently been appointed as the new principal. According to the former principal’s evaluation he was not an effective communicator at all. There was no rapport with the staff, he did not encourage employee interaction, nor did he show interest in faculty and staff events. These factors could have been the reason for the low staff morale and lack of collegiality in the school. I have an opportunity to come into a horrible situation and work wonders. I plan on doing this by completely remodeling the methods of communication in the school. Needs assessment Administrators can sometime set the tone for the entire school. This includes decisions, actions, and communication style. At Bill Clinton Middle School, the employee morale was low. I have come to the conclusion that this stems from the fact that the previous principal did not communicate well at all with employees. People have something called a reference group. These are the people that are used to evaluate self worth (Adler, Proctor, & Rosenfeld, 2004). In a school setting, co-workers may serve as a kind of reference group. The evaluated actions of the previous principal explain the attitude of the current employees. If the teachers felt this way I can only imagine how the students acted and performed. Happiness breeds more happiness. This calls for a definite need to increase employee morale and make the school seem more like...
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