Paradigm Analysis

Grand Canyon University: EDA-575

September 17, 2014

Paradigm/Belief | Opposite Paradigm/Belief | 1. Administrators must be learners.Administrators must take the role of being the lead learner. One of the most important responsibilities of a leader, if not the most important, is becoming the lead learner. (Green, 2013) This will demonstrate to the staff the value the leader has for learning. It will also assist the leader in staying current on current strategies and practices in the educational field. | 1. Administrators already know all there is to know about education.The field of education is constantly changing. A leader needs to stay up to date with the current strategies. By having knowledge of current strategies, student learning will benefit. Some one once told me, it is what you learn after you already know it all that really matters. | 2. Leaders must develop positive relationships with their followers.By building positive relationships with followers, leaders will be more effective in leading an organization. To effectively lead an organization, relationships must be developed between the leader and the followers. (Green, 2013) These positive relationships will assist in building a relationship of trust between the leader and the followers. | 2. There is no need to develop positive relationships with followers.Making others feel welcomed and wanted is the heart, head, and hand of leadership. (Green 2013) Without developing these positive relationships, you will not have the trust of your followers. | 3. Leaders must use distributive leadership.Just because a leader holds the title of leader, doesn’t mean they can’t delegate some of the responsibility of leading the organization. In fact the job of leading a school has become too insurmountable for just one individual. (Green, 2013) By using this type of leadership, the tasks can be distributed to the faculty. This will also provide empowerment and leadership opportunities for staff members. | 3. The leader is in charge and should manage the organization by themselves. This type of attitude, will a get a leader now where quickly. The ability to run a school organization by yourself is impossible these days. | 4. Educators should use data to meet the needs of each student.Common formative assessment should be used to provide instructional direction for educators. This will provide educators with information to determine intervention and remediation strategies. Through collaboration, with grade level teachers and a student intervention committee, strategies for individual students can be determined. | 4. Educators should not spend time using data to help meet the needs of each student.The method of teaching and then using a summative assessment at the end of a unit, does not promote student growth. There needs to be data used along the way to determine how the students are learning. Also, a teacher may use the data to adjust their teaching strategies. | 5. The use of standard based grading technique can be used.Standard based grading is more effective in determining what the student has learned. We tend to reward working, instead of learning. Do the pile of work and you'll get the grade. Don't do the work—and even if you demonstrate mastery of the skill or content—you won't get the grade. (Varlas, 2013) This type of grading is criterion based and can tell a teacher what the student has mastered. | 5. Standard based grading should not take the place of the traditional A-F system.This type of grading does not tell a teacher what a student has mastered. A student may do all the assignments and still not master the content. The student is being rewarded for effort not what they have learned. | 6. Intervention and remediation should be built into the daily schedule. Building intervention and remediation time into the daily schedule will benefit students. Students are able to get more immediate help and clarification. Through collaboration teams, students needing intervention or remediation are identified, and can receive further instruction or assistance on a more regular basis. | 6. There is not time for intervention and remediation to be built into the daily schedule.The before and after school intervention and remediation is not the most effective. Many students do not participate in this type of intervention. Some students can’t get the help at home because of the lack of knowledge of their parents. If the intervention is daily the students can receive immediate help. | 7. Meet the diverse needs of the community through the collaboration process.The ISLLC standard 1 supports the need for collaboration among all stakeholders. Through collaborating with community members, the needs of the diverse populations can be met. Once an understanding of the needs of the community is acquired, they can be factored into the decision making process. (Green, 2013) The collaboration process of determining community needs, and striving to meet those needs, will bring about community support. | 7. The need for community collaboration, to meet the needs of the community, is not necessary. By not communicating with the community, we are telling them we don’t want or need their input. This strategy will not help meet the needs of the diverse population of the community and improve student learning. | 8. Leaders should make decisions based on The Principle of Benefit Maximization.The Principle of Benefit Maximization suggests, the best and most just decision is the one that will result in the most good or the greatest benefit for the most people. (Green, 2013) By creating a shared vision, when difficult decisions need to be made, the decision can be based on the philosophy of the vision. | 8. Leaders should make decisions based on their individual needs and the needs of their close colleagues. Leaders have to put their individual needs and relationships aside when making decisions. By always doing what is best for the majority, respect will be earned. It will be easier to back up your decisions as well. |

| Emerging (1) | Proficient (2) | Exemplary (3) | Administrators as Learners | Administration has accepted responsibility as lead learner. Place the focus on teaching and learning. | Focus on teaching and learning, developed open communication, and fostering a shared belief about schooling. (Green, 2013) | A sense of community and standard of excellence to govern operational procedures and routines. (Green, 2013) | Relationships with Followers | A good line of communication is developed between staff and administration. | The staff feels comfortable voicing their opinions and ideas and then respects the decision of the administration. | Administration is empowered because of the relationship and support of the followers. | Distributive Leadership | Minimal opportunities have been created for staff members to lead. | Leadership teams have been developed and function to help lead the school. | Staff members feel a sense of empowerment in helping with the daily tasks of leading the school. | The Use of Data | Teachers are using data to improve their instruction. | Common formative assessments used by grade level teachers to determine instructional strategies. | Data is being used for improved instruction and intervention strategies on a school wide level. | Standard Based Grading | Teachers are grading on level of student mastery with the use of summative assessments. | The use of a summative grade and an effort grade on a student report card. | The use of summative grades with a proficiency level for each standard. | Intervention and Remediation | Limited intervention and remediation is offered during the school day. | Daily intervention and remediation is offered during the school day. Teachers determine strategies for students. | Daily intervention and remediation offered during the school day. Collaborative teams use data to determine individual student strategies. | Community Collaboration | Minimal strategies are being used to receive feedback from community members. | Several collaboration strategies are being used with stakeholders. | Information gathered, through collaboration with stakeholders, is used in decision making. | Decision Making | Minimal decisions are made based on what is best for the majority of people. | Most decisions are made based on what is best for the majority of people. | All decisions are made based on what is best for the majority of people. |

References:

Green, L. (2013). Practicing the Art of Leadership: A Problem-Based
Approach to Implementing the ISLLC Standards (Fourth ed.). Pearson.
Varlas, L. (2013, January 1). How We Got Grading Wrong, and What to Do About It. Retrieved September 17, 2014.