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Once a reasonable decision has been arrived upon, I must take on the role of the leader who ensures that it is implemented.
In order to do this, it will be my role to confer with my colleagues to determine if the change is being implemented, how it is affecting the faculty and students, and what other changes can be made to better accommodate this primary change. Furthermore, it will be my role to defend the change when others may question it, in addition to listening to the concerns that they have, many of which may be valid. Finally, as a leader responsible for change, I have the task of evaluating the changes that have taken place, determining by the facts, with others, if the change was truly beneficial or should be repealed or altered.
Thus, while change is often difficult, and even more often necessary, it is the responsibility of leaders to ensure that necessary change happens. As a leader in this capacity, I will not only complete the tasks above, but will maintain a positive and upbeat attitude about necessary change.
One of the most important aspects of a school is the environment in which students learn. If students do not feel safe and able to express themselves, they will not learn. This goes back to Maslow's hierarchy of needs. If the students do not have their...
In addition, teachers who are not organized cannot gain the respect of their students, making it difficult for students to concentrate, learning the class material. Thus, in order to make the school environment safe for students, I will advocate the highest level of safety precautions available, including student IDs, metal detectors, and highly staffed common areas. While these features may create a physical environment of safety, students who feel comfortable with one another will allow safety to become perpetual throughout the school, which is why my policies will encourage group work among students who do not normally work together, problem solving activities, and convocations that bring students together, as well as extracurricular activities.
This scenario will not only encourage a safe environment, but also an orderly one. Students who get along are less likely to cause trouble as they are invested in the personal relationships with their friends and teachers. In addition, creating an environment where students have real motivation to learn, as previously discussed, will also promote this environment, as students will be more focused on their goals of learning than creating trouble for others.
4) Relying soley on anecdotal evidence and/or district wide standards for evaluation, that may not be based upon classroom use, but is rather based on novice understandings of educational needs is an error that must be eliminated from the school. School principles are increasingly exposed to for profit pulls and tugs of educational programs of technology that utilize standards that are untried and yet toted as "best practices" based
Instructional Leadership Many educators believe that principals should play the role of instructional leader, and not just school manager ( Fink & Resnick, 2001). The reality is, however, that the many demands on a principal's time and management skills make it difficult for most of them to spend time in classrooms, except, often, when performing teacher evaluations. While principals often make sure teachers have opportunities for professional development, they themselves rarely
Professional Standards for Educational Leaders (PSEL) The concept of instructional leadership posits that strong leadership in education focuses on curriculum and instruction (Mitchell, Kensler & Tschannen-Moran, 2015). As an instructional leader, therefore, it is important to have a deep understanding and personal sense of the Professional Standards for Educational Leaders (PSEL). This paper will examine PSEL’s Standards 1-10, summarize each standard and describe my role in relation to each standard. Standard 1:
A change in any one of the factors has to be 'compensated' by changes in the other two" (p. 27). Consequently, the type of instructional practices that may be best suited for one learning venue will likely be unsuitable and therefore ineffective in another setting. The goal, then, is to identify the optimal mix of the three elements to produce instructional practices for each setting (Koehler et al., 2004),
As Hill (1996) sees it, the differnce between instructional leadership of the previous decade and instructional leadership of the present and the future is that leadership of the past focuses on teaching and learning, whereas leadership of the present and future involves principals spending more time establishing appropriate preconditions for education and following through with interventions aimed to improve the learning experience. Principals, therefore, have to be experts in a
Knowles stated "The richest resources for learning reside in the adult learners themselves" (p. 66). An instructional strategy like gaming may help to facilitate tapping into the adult learner's experience. Through collaboration during the play of a game, learners may discuss prior experiences to aid in discovery of the correct answer. Gaming activities also permit peer feedback to be given to students based on their previous experiences. The millennial