...task of organizing, coordinating, monitoring and supporting teachers in their efforts to provide high-quality learning opportunities for students are important in 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. ...
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...Reading #1 Keeping Quality Teachers The Art of Retaining General and Special Education Teachers Building a Framework: The Role of the Administrator in Teacher Retention Working conditions cannot improve without a commitment from district and building level leadership. Superintendents, principals and special education administrators are key personnel in retaining teachers. In addition, the role of administration in retention and support for special educators is particularly crucial given a history of exclusion and isolation from general education that many special educators have experienced. Section One in this document summarizes the critical importance of administration in teacher retention.School leaders at all levels of education can use the resources and strategies in this document to strengthen their efforts to ensure that students learn with high quality teachers. It should be noted that the term “school leader” extends beyond the role of superintendent or principal. Often, assistant superintendents, vice principals, or others are responsible for certain areas and this needs to be acknowledged when reading the strategies that are recommended. Further, some issues discussed here are building level, while others are district level. The categories described in Section Two touch on most aspects of effective school leadership. Therefore, this section will describe administrative strategies specific to those categories. A more in-depth and complete description of...
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...Teachers can find a wealth of opportunities to extend their influence beyond their own classrooms to their teaching teams, schools, and districts. In every good school, there are teachers whose vision extends beyond their own classrooms—even beyond their own teams or departments. Such teachers recognize that students' school experiences depend not only on interaction with individual teachers, but also on the complex systems in place throughout the school and district. This awareness prompts these teachers to want to influence change. They experience professional restlessness—what some have called the “leadership itch.” Sometimes on their own initiative and sometimes within a more formal structure, these professionals find a variety of ways to exercise teacher leadership. Why Teacher Leadership? Today more than ever, a number of interconnected factors argue for the necessity of teacher leadership in schools. Teaching is a flat profession. In most professions, as the practitioner gains experience, he or she has the opportunity to exercise greater responsibility and assume more significant challenges. This is not true of teaching. The 20-year veteran's responsibilities are essentially the same as those of the newly licensed novice. In many settings, the only way for a teacher to extend his or her influence is to become an administrator. Many teachers recognize that this is not the right avenue for them. The job of an administrator entails work that does not interest them, but...
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...other country has its problems, lapses, and controversies. At the time of searching there are many problems confronting Nigeria educational system and institutions. The future achievement of our young children in primary schools depends on the foundation we help them to lay down today. Also, the future condition of our society depends on our children, who will become the leaders of tomorrow. Therefore, because of the total roles of primary school head master one can rightly regard them as important builders of our future generation. Head masters in primary schools occupy vital position in the administration of the school, and in moulding the lives of children. They are individuals who have unique ways of carrying out their job. The peculiarity of an individual human being is manifested in perception. Communication, attitude behavior and intelligence. Therefore, the leadership style of any primary school headmaster affects the working situation positively or negatively which may result in god or poor performances of the children (pupils) in the school. The degree of relationship between the headmaster and teachers determine the effectiveness of leadership of headmaster. According to (NPE 3:14) the objectives of primary education are: 1. The inculcation of permanent literacy, numeracy and ability to communicate effectively. 2. The laying of sound basis for scientific and reflective thinking. 3. Citizenship education as a basis for effective participation in and contribution...
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...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 it unnecessary. Nonetheless, a working definition can provide a useful frame of reference. Leaders do not merely impose goals on followers, but work with...
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...INTERNATIONAL LEADERSHIP INSTITUTE IN COLLABORATION WITH THE UNIVERSITY OF GREENWICH The Role of Leadership in Improving the Quality of Teacher Education: The Case of Dr. Abdulmajid Hussein College of Teacher Education By Mohammed Abdi Obolos A Thesis Submitted to University of Greenwich and International Leadership Institute in Partial Fulfillment for the Degree of Master in Transformational Leadership and Change October 2011 Jijiga Contents I. Table of Content .................................................................................................................. 2 List of Tables 4 II. Acknowledgments .................................................................................................................. 5 III. Abstract ............................................................................................................................ 6 Introduction ..................................................................................................................................... 8 1.1 Background of the study............................................................................................................ 8 1.2 Statement of the problem ...................................................................................................... 9 1.3 Objectives of the study........................................................................................................ 10 1.4 Significance of the study..............................
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...Effective Strategies for Dropout Prevention We have identified 15 effective strategies that have the most positive impact on the dropout rate. These strategies have been implemented successfully at all education levels and environments throughout the nation. 1. Active Learning 2. After-School Opportunities 3. Alternative Schooling 4. Career and Technology Education (CTE) 5. Early Childhood Education 6. Early Literacy Development 7. Educational Technology 8. Family Engagement 9. Individualized Instruction 10. Mentoring/Tutoring 11. Professional Development 12. Safe Learning Environments 13. School-Community Collaboration 14. Service-Learning 15. Systemic Renewal School and Community Perspective Safe Learning Environments A comprehensive violence prevention plan, including conflict resolution, must deal with potential violence as well as crisis management. A safe learning environment provides daily experiences, at all grade levels, that enhance positive social attitudes and effective interpersonal skills in all students. What Is A Safe Learning Environment? It is difficult to create a balance between a safe school and a welcoming, caring environment. It is important to create a school climate that does not tolerate bullying, intimidation, and terrorism. Students who are afraid often stay away from school. A safe learning environment is focused on academic achievement, maintaining high standards, fostering positive...
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...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...
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...CHAPTER 1 THE PROBLEM AND LITERATURE REVIEW 1.1 Background of the Study The current era places big emphasis on the role of instructional supervision in the development of the education and improvement of student learning outcomes. It’s not the sole responsibility of the teachers to bear the tasks of delivering basic education services to the clienteles but rather a two-way process between them and the instructional leaders. As Ekyaw (2004) states it, it’s an interactive process that depends on the source supervisor and the teacher. Instructional Supervision (IS) is the phase of school administration which focusesprimarily upon the achievement of the appropriate expectations of educational system (Peretomode, 2004). Zepeda (2012) added that supervision fosters the internal and external motivation that leads to teachers’ professional growth. One recent definition is given by Glickman, Gordon & Ross-Gordon (2013) where they reiterate that instructional supervision is an assistance for the improvement of instruction and should be viewed as a function of process. Further, Marzano, Frontier &Livingston (2011) noted that the purpose of IS should be the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement. In the Philippines, various reforms and educational movements have decentralized the context of educational management. It gives much emphasis on school empowerment and instructional supervision. Likewise, RA 9155 stressed...
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...to positively lead a school. In addition, suggestions are given to adequately reflect principals’ abilities as leaders and to improve the overall effectiveness of the Tennessee evaluation process of administrators. Justifications for Evaluations Just as teachers should be rated by the performance of their students, principals should be rated by the performance of their schools. Quality school leaders can set high expectations for instructional practices and for creating positive learning environments. They can help improve instruction, and they can build a climate where teachers trust and find value in their own evaluations. In contrast, weak school leaders can wear away the overall school quality by not demanding or supporting excellence. “Principals exert indirect influences on student achievement through their effect on school climate”(Leeper, Tonneson & Xu, 2013). Assessing a school principal’s performance is both necessary and challenging. A principal’s impact is extremely significant because the actions a leader take creates a school environment that fosters student learning. Evaluations are necessary because principal performance assessments offer districts an additional mechanism to ensure accountability for results and reinforce the importance of strong leadership practices. (Vogel) Essentially, a school principal is second only to classroom teachers as the most influential factor in student achievement...
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...educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset, an obligation to do so is imminent” (p. 782). Furthermore, teacher leaders are willing to take risks, effectively communicate, and express their ideas and are heavily involved in the school decision-making process. One idea I have expressed is the need for professional development on culturally relevant education...
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...DEVELOPING AN INCLUSIVE CURRICULUM: “EVERY TEACHER MATTERS” Keith A. Humphreys Centre for Advancement in Special Education University of Hong Kong The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education opportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher’s hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. Introduction Four years ago, nine special schools embarked on a development program to work out an inclusive curriculum. When they met the schools were all designated with different disability responsibilities...
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...(MPS), Minneapolis Federation Teachers (MFT), and a committee of district and unions officials. There are involved in negotiation about setting a new policy of hiring teachers. This process is called interview and select policy. The main player in this process is MPS who lead negotiation meetings. MPS is the third largest school district in state of Minnesota that had 34,570 students in 2008. The Minneapolis school leadership had set the rules and members in order to implement the new teacher contract. The executive leadership team comprised of executive directors from the various district departments, such as academic fairs affairs, operating, finance, human resource, and internal and external support. The executive team members were Johnson as chief academic affairs officer, Steve Lis as chief operating officer, Peggy Ingison as chief finance officer, Birch Jones as chief of staff, Eleanor Coleman as chief of support, Pratt Cook as chief human resource officer, and Dr. Bill Green who was the leader of the team and MPS superintend. The Key agents of the new teacher contract process are Pratt and Green who have been great in their roles as champions of this process. They have been the energy force that has led to successful change leadership. The teachers union played a key role in developing programs that new teachers contract is one of them to support new teachers. It is important to underscore the strong role of the teachers union in shaping professional...
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...History of Leadership Research Researchers have examined leadership skills from a variety of perspectives. Early analyses of leadership, from the 1900s to the 1950s, differentiated between leader and follower characteristics. Finding that no single trait or combination of traits fully explained leaders' abilities, researchers then began to examine the influence of the situation on leaders' skills and behaviors. Subsequent leadership studies attempted to distinguish effective from non-effective leaders. These studies attempted to determine which leadership behaviors were exemplified by effective leaders. To understand what contributed to making leaders effective, researchers used the contingency model in examining the connection between personal traits, situational variables, and leader effectiveness. Leadership studies of the 1970s and 1980s once again focused on the individual characteristics of leaders which influence their effectiveness and the success of their organizations. The investigations led to the conclusion that leaders and leadership are crucial but complex components of organizations. Traits Model of Leadership: Leaders versus Followers Initial investigations of leadership considered leaders as individuals endowed with certain personality traits which constituted their abilities to lead. The studies investigated individual traits such as intelligence, birth order, socioeconomic status, and child-rearing practices (Bass, 1960; Bird, 1940; Stogdill, 1948, 1974)...
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...Chapter I The Problem and Its Scope An institutions' success is measured by its administration and achievements. Therefore, administrations need efficient leaders to take them toward that success. In this sense, leadership style is one of the main factors determining the effectiveness of any leader. Leadership style reflects a manager or leader's personality and how he or she manages work, which affects the performance of institutions as well as employees (Lwasif, 1995). However, Subramaniam (2011) pointed out the importance of studying leadership styles because of its significance in an institution's success. Educational process is to achieve its goals, it needs teachers with high motivation. At the same time, teachers need support to increase their satisfaction and motivation, and this will come about through principals' effective leadership style (Johnson, 2007). The purpose of the study is to know how some principals prefer embracing certain leadership styles and the effects it has on teachers motivation. It is also to find outcome of desired leadership style by the principal towards achieving the school goals. It is of good interest to know the reaction of teachers to the principal whether negative or positive. It is also aimed to determine the relationship between teachers motivation and the leadership style of the principal. Further, the extent to which the various leadership approaches adopted by elementary school principals has influenced the teaching learning...
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