...the School: Culture and Effective Instruction Principals of Education Administration As I have started to uncover in this course; being a Principal is a wonderful job that carries much weight. It is hard to believe that the attitudes, actions, and beliefs of one individual can have such an impact on an organization. As the Principal your actions directly correlate with the culture of your school. As a school leader you also have the 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 “...
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...2014 Individual Reflection Essay-How the ISLLC standards pertain to leadership behavior at my site. Three major challenges facing the leadership at my cite and the ISLLC standards they reflect and the proposed possible solutions based on the standards. 1. Appropriate staffing numbers. One major challenge we are facing at my cite is not having appropriate staffing numbers. We have really high numbers, our class size averages are 35-40 students. We need more teachers, but lack funds to hire any. This reflects on Standard 3, obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources (ISLLC 3.B, 2008). One solution that is already taking into effect is we are currently changing to a targeted title one school. With this taking into place we are hoping to get funding to hire more teachers or specials to help out with these high numbers. 2. Intervention for our struggling students. Another challenge is the lack of intervention for our struggling students. Our student population comes from very diverse socioeconomic status and demographics. We have students in the lower spectrum who are reading at 2nd grade reading level and are struggling in math compared to students in the higher spectrum who are in the gifted program and honor academy. The district gives a lot of support to the gifted academy but we lack funds to help our struggling students. This reflects on standard two by creating a comprehensive, rigorous, and coherent curricular program...
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...TE AM FL Y THE JOSSEY-BASS Academic Administrator’s Guide to Budgets and Financial Management The Jossey-Bass Academic Administrator’s Guides are designed to help new and experienced campus professionals when a promotion or move brings on new responsibilities, new tasks, and new situations. Each book focuses on a single topic, exploring its application to the higher education setting. These real world guides provide advice about day-to-day responsibilities as well as an orientation to the organizational environment of campus administration. From department chairs to office staff supervisors, these concise resources will help college and university administrators understand and overcome obstacles to success. We hope you will find this volume useful in your work. To that end, we welcome your reaction to this volume and to the series in general, including suggestions for future topics. THE JOSSEY-BASS Academic Administrator’s Guide TO Budgets and Financial Management Margaret J. Barr Copyright © 2002 by John Wiley & Sons, Inc. All rights reserved. Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission...
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...presented include: ensuring that students learn, promoting a culture of collaboration, and a focus on results. DuFour wraps up his comments by persisting that PLC’s are effective but will take hard work and commitment by educators to believe in the process. Upon a Google search of www.ascd.org for learning communities, several returns relating to educational leadership and learning communities and how they are related. One particular return is a book review of the title Exploring Differentiated Instruction by Cindy A. Strickland, in which, Section I is titled Creating a Professional Learning community. The information seems to be an excerpt from the book which outlines purpose of PLC’s, how to recruit members, basics to how to run meetings, and creating effective agendas. There are examples of fliers and sample meeting agendas included for...
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...University: EDA 534 Education Administration Foundation and Framework January 28, 2014 The Interstate School Leadership Licensure Consortium (ISLLC) Standards were developed to help guide administrators and future administrators in refining and intensifying their leadership skills. The six outlined standards give administrators a roadmap to help them on the journey to a successful school environment, for all stakeholders involved. Not only do these standards provide guidance for administrators, but the ISLLC standards also “provide guidance to state policymakers as they work to improve education leadership preparation, licensure, evaluation, and professional development” (Council of Chief State School Officers, 2008, p.1). The ISLLC standards address the school vision of learning, the school’s culture and professional growth, a safe, effective and efficient learning environment, collaboration with stakeholders, acting in an ethical manner, and the political, economic, and legal aspect (Council, 2008). The overall purpose of the standards is to set common expectations, maximize student achievement results, and to improve continuing professional development. We have set standards for our students that measure their proficiency in various core subjects, and the level of learning that they are achieving. Because the weight of student achievement, the ISLLC standards give school communities and policymakers the opportunity to outline how effective leadership can be molded. Each...
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...Running Head: ISLLC Standards CARLA JONES EDA 534 ISLLC Standards Reflection ISLLC 2008 Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Knowledge | Skills | Enduring Understandings | Essential Questions | Administrators will know… | Administrators will be able to… | Administrators will understand that… | | School culture | Advocate for a school culture that will produce successful school learning and staff professional growth.(ISLLC 2008:2.A; ELCC 2.1) | A positive school culture in which every individual feels valued is necessary to achieve success. | What is the culture of the school, and how can it be affected in a positive direction? | Instructional programs | Create and nurture effective instructional programs that will promote personalized learning throughout the educational environment.(ISLLC 2008: 2.B, 2.C; ELCC 2.2) | To build capacity the instructional and leadership capacity of the staff has to be continuously developed. | What professional development is relevant to strengthening instructional programs? | Student learning | Sustain an environment of student learning that maximizes instructional time.(ISLLC 2008: 2.D, 2.G; ELCC 2.3) | Differentiation of instruction is vital to creating strong instructional programs that lead to student achievement. | How can we organize an environment...
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...Dollyne Wayman-Brody EDU 530 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...
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...Communications/ Human Relations Essay Grand Canyon University: EDA-575 January 28, 2011 Human Relations Introduction In all fields and disciplines of study, indeed in all aspects of life, human relations and communication play a pivotal role. They allow for the simplest exchanges and the most profound and powerful ability to make progress and improvements. They carry the weight of ideas, opinions, motivations, and concerns. Human relations and the ability to communicate effectively are the catalyst for connectivity and progress. This is especially true in the arena of education. With so many people involved in the day to day running of a school, positive communication is paramount. Within the field of education, specifically educational leadership, there is a broad history of human relation and communication theories, movements, and practices. While some of these theories, movements, and practices have been widely adopted and promoted, the field of educational leadership still allows for significant amounts of autonomy and express for individual school leaders and administrative teams. While human relations have always existed, the study and application of these principles are fairly new; and it was not until the late 19th century that researchers began exploring how human relations, communication, and motivation affected workers (Razik & Swawnson, 2010). When looking specifically at human relations and its applications to educational administration, this field of...
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...Communications/ Human Relations Essay John Smith Grand Canyon University: EDA-575 January 28, 2013 Human Relations Introduction In all fields and disciplines of study, indeed in all aspects of life, human relations and communication play a pivotal role. They allow for the simplest exchanges and the most profound and powerful ability to make progress and improvements. They carry the weight of ideas, opinions, motivations, and concerns. Human relations and the ability to communicate effectively are the catalyst for connectivity and progress. This is especially true in the arena of education. With so many people involved in the day to day running of a school, positive communication is paramount. Within the field of education, specifically educational leadership, there is a broad history of human relation and communication theories, movements, and practices. While some of these theories, movements, and practices have been widely adopted and promoted, the field of educational leadership still allows for significant amounts of autonomy and express for individual school leaders and administrative teams. While human relations have always existed, the study and application of these principles are fairly new; and it was not until the late 19th century that researchers began exploring how human relations, communication, and motivation affected workers (Razik & Swawnson, 2010). When looking specifically at human relations and its applications to educational administration, this...
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...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 as the majority of students at my school site are students of color....
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...issue and full text archive of this journal is available at http://www.emeraldinsight.com/0957-8234.htm JEA 41,1 The ethics of zero tolerance Kevin Gorman Sylvania Northview High School, Sylvania Public Schools, Sylvania, Ohio, USA, and 24 Patrick Pauken Bowling Green State University, Bowling Green, Ohio, USA Received May 2002 Revised September 2002 Accepted October 2002 Keywords Decision making, Ethics, Violence, Schools, Discipline, Legislation Abstract “Zero tolerance” has become the international “buzz word” of the secondary building administrator. As school violence has increased so have the legislative and regulatory policymaking mandates c a l l i n g for increased disciplinary consequences for inappropriate stud ent behavior. Ethical problem-solving and decision-making have taken a back seat to reactive discipline by school officials. Media publicity has forced proactive principals to become reactive impulsive decision-makers. In this article, Starratt’s three-part model for ethical school administration – encompassing the ethics of critique, justice, and care – is applied to a fictional scenario and the ethical dilemma that evolves. Recommendations for practice are offered in a proposed resolution of the dilemma within the context of a central conclusion: if the school administrator of the twenty- first century is to build and maintain an ethical educational setting where all students can learn, zero tolerance cannot dictate the only outcomes for inappropriate...
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...A Good Administrator is a Good Politician Renea Joseph American Public University Public Management PADM615 April 22, 2014 A Good Administrator is a Good Politician Introduction Executives do not achieve success in a ‘bubble’; hence, the ability to effectively juggle both the inherent good and potentially damaging aspects of his job requires a range of skills that work to influence and secure both short and long-term interests while avoiding negative outcomes. Furthermore, a successful executive also understands the entire scope of maintaining a sustainable enterprise, which could include the participation of external stakeholders such as elected officials. There have been efforts that attempt to explore the relationship between administrators and political institutions not new. To this end, Rourke, 1976 (as cited in Wilson, 1999) points out that as part of leadership power, one has to have the ability to accomplish the goals of the agency by “ensuring a favorable response to the agency from outside groups and organizations that control resources on which the agency depends” (pp. 241-242). Additionally, without the ability to anticipate change, an organization is incapable of influencing the future except by default (Kearney & Berman, 1999, p. 26) as new legislation and policy decisions have the potential to shape the future. As such, it is in the best interest of the executive to have policy makers decision-making processes based on organized and relevant information...
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...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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...character and integrity constitute the very cornerstone of leadership. Organizations have failed and promising careers have been derailed when ethics have been relegated to secondary importance or, worse yet, ignored in the pursuit of more bottom-line considerations. Healthcare managers must understand their role and responsibility in creating an ethical healthcare environment that is honest, just, and always in the best interests of those being served. Whether you are the CEO, an assistant administrator, a department head, a program manager, or a clinician, if you are “in charge,” you have the ultimate responsibility for establishing the culture and setting the standards of conduct in your sphere of influence. This task is not always an easy one. Nor is it easy for well-intentioned managers to always make ethical decisions themselves. BARRIERS TO ETH ICAL D ECIS I O N M A K I NG In our book Healthcare Leadership Excellence: Creating a Career of Impact, James Rice and I identify some of the common barriers to ethical decision making and seven pitfalls for managers to avoid (Rice and Perry 2013, 29–37). We then make recommendations for building a solid culture and infrastructure to support ethical decision making throughout the organization. The following summarizes those pitfalls and our recommendations for overcoming them: 1. Failing to recognize that ethics and management decisions are interrelated. Management decisions are too often based solely on financial...
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...Chapter I Introduction Recently, we have been given the opportunity to know more about Davao Medical Hospital, which has been greatly of interest to us. The Hospital has become part of our lives for more than four years now. We spend 24 hours every week in Davao Medical Hospital for our duties. That is why today, and for a few days more, We as a group are indeed very grateful that upon the day we shall bid goodbye to Ateneo de Davao University, the institution who have inculcated us with good values and quality education and also become part of our lives for many years have given us the opportunity to know more the history of Davao Medical Hospital. This document aims to describe the in- depth information, history and other factors that have been utilized to the emergence of Davao Medical Hospital. The resources came from our orientation and meeting with Mrs. Vilma Comoda, R.N, MAN and the interviews and the written documents we have read. HISTORY OF THE DAVAO GENERAL HOSPITAL 1917 – Enacted by the Philippine Legislative as Davao Public Hospital with a 25 bed capacity. The Davao General Hospital at Davao City, way back in the year 1918, a just a Sick Ward set up by the District Engineer’s Office in Davao for the care and treatment of the sick laborer’s known as “Sakadas”, who were the brought in to help the development of Davao. In 1919, by virtue of Special Act of the Philippine Legislation which was passed in 1917, to establish...
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