Discussion topics for week one

Leithwood and May (1992) discuss ' transformational leadership - another term for 'instructional leadership' and discuss its application to the No Child Left Behind rule. The No Child Left Behind Act states that educaiton should be free and appropriate for all children with a disability and that teachers and principals should accord equal attention to all students regardless of merit and capacity; all should be encouraged to excell.

The best way that a school can achieve this, according to research conducted by Leithwood and May (1992), is by implementing the atmosphere of a so-called School Z. where collaborative or transformational school policies are the rule. Here, staff, principals, parents, and stakeholders join together in participative decision-making. Decision-making is collaborative rather than 'facilitative' and it is manifested with and through other people rather than over and above other individuals. This is the obverse of the so-called School a, or the 'stuck school', where traditional administration exerts hierarchical control over teachers and students, and where learning is relegated to the domain of the teachers who are accountable to the administrator/s for success.

Leithwood and May (1992) advocate collaborative or transformational teaching, otherwise called 'instructional leadership' where teachers are helped to find meaning and motivation in their work and to enhance their skills. Instructional leadership works because it involves the principal sitting down with the teachers and helping them work together with the school taking their capacities and interests into consideration.

Leithwood and May (1992) have conducted numerous studies on how transformed schools can best be achieved and have concluded that the schools that most effectively achieve requirements of the No Child Left Behind stipulation are those where: (1) principals are involved with staff in establishing a collaborative school environment, (2) teacher development is encouraged and (3) communication skills are existent through all levels of the schools structure (including between principal and students) so that problems are solved more effectively.

I agree with their article for 2 reasons. Firstly, Leithwood and May (1992) provide credible and thorough research to support their argument. One of Leithwood and May's (1992) studies, for instance, demonstrated that teacher motivation and loyalty to the school is strengthened when they are encouraged to structure their own goals for professional growth. Teacher dedication is important to the atmosphere of the school since it promotes a friendly and supportive environment that spreads to the students and encourages students to learn. More so, it reduces the possibility of conflict between both staff and students thereby promoting a better educational experience for the students. A cohesive and harmonious atmosphere -- generated by joint meetings surrounding the instructional leadership format -- can free itself to devoting itself more to ascertaining that the needs of all children are seen to.