Over the past three decades’ educational leadership has been in search of ways to increase student literacy in urban middle schools in the southeast sections of the District of Columbia. The quest to closing achievement gaps in urban school districts have and will always be an on-going issue for educational leadership (Daly & Chrispells, 2008). Findings from research studies suggest that school leadership accounts for fully one quarter of total school effects on pupils, making it second only to classroom instruction among school-based factors affecting student achievement (Leithwood, Louis, Anderson & Wahlstrom, 2004).
There are certain challenges that middle school principals face that pertain only to these middle school principals due to
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DRMLL is three dimensional: “(1) responsiveness to the developmental needs of middle grades students; (2) responsiveness to the developmental needs of faculty who support learning for middle grades students; and (3) responsiveness to the development of the middle school itself as a unique, innovative entity” (Brown & Anfara, 2002, p. 149).
Each dimension included structures and practices of exemplary middle grades education, such as building a culture of community and a focus on curriculum, instruction, and assessment. For the “responsiveness to students” dimension, principals must understand the intellectual, physical, psychological, social, moral, and ethical characteristics of young adolescents. Principals must also believe that all students can succeed. Understanding the need to connect educational administration to teaching and learning, and governing democratically and collaboratively are examples of practices presented for the “responsive to faculty”
The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.
Chino Hills High ASB is a well-recognized organization not only by students and staff at CHHS, but by programs like the California Association of Student Leaders. A select group of students from Chino Hills High ASB attended a conference put on by CASL, and for the past 11 years Chino Hills High ASB has won the Outstanding Leadership Program Award. The group of students who accepted this award on behalf of the CHHS Leadership program were Caleb Andrews, Bradley Mautz, Adam Cullen, Tessa Grotz, Mitchell Matthews, Josh Stroup, Alex Ro, Tanner Schroder, Audrey Johnstone, and Gullian Dyker. At the conference this year, Adam Cullen, the ASB President for the upcoming 2017-2018 school year, was elected to be on the board for the California Association of Student Leaders as a Southern Director.
Speaker: The speaker of the article is Marc Sternberg, a former principal and the current director for the K-12 education for the Walter Family Foundation. He is a credible source because he has worked in the education system before and has turned a school with a 34% graduation rate to an 86% graduation rate due to him hiring exceptional teachers. Occasion: Marc Sternberg is addressing this topic because of the mayor’s recent decision to employ bad teachers. This is revealed in the beginning of the article. He is frustrated because he is a former principal and knows the effect of an exceptional teacher on the students.
Being a Middle School Leader would be an exciting job for next year as I would get to represent our year level and middle school with respect and dignity. I want to become a middle school leader as I want to use it as a stepping stone for more important leader jobs in the future such as school captain or even working as a leader in my career beyond school. In addition I have been class captain and I’m the one of the leaders in my basketball team. Furthermore I want to work with the other leaders that get selected and create a positive middle school which each and every student would look forward to coming each
Anthony Elementary Principal Linda Perez has a “no excuse attitude for her students and staff.” As principal she applied and received the first National Blue Ribbon in the area of Southern New Mexico. This achievement sets Ms.Perez as a go-getter, as will see with her many other accomplishments. Born in 1968 and raised in southside-central El Paso, Texas, Ms.Perez grew up in an economically disadvantaged household. Her dad worked as a laborer earning less than minimum wage, and her mom was a stay-at-home mom.
1. My philosophy of leadership is about collaboration and teamwork. Respecting and treating everyone the same, is key to supporting a good team atmosphere. I believe when a leader puts effort and care into assisting others, then their peers and followers will naturally want to support them. It is also important for a leader to recognize, that advocacy must never become so important that the critical elements of leadership are neglected (e.g. policy enforcement, command support, etc...).
The text states, “The superintendent did have enormous power of initiative in virtually all matters concerning the schools: the appointment of staff, the selection of textbooks, plans and contracts for buildings, the determination of the curriculum, and normal decisions about everyday running of the schools” (159). When examining the formal education of our current educational institutions, it is evident that the power structure lies with superintendents, school boards and principals who share expectations on how classrooms should be run as well as decision making for the betterment of the institution and students. Overall, formal education has evolved and will continue to evolve as educators search for their perception of the “one best system” for their students. Throughout the history of education, power structure and social class matters have influenced how educators implement regulations, interact with community members and fellow educators, but most importantly, the education of students so that they may be instilled with the skills and confidence to further themselves as
Junior Leadership Program Application Monticello is a town I hold very close to my heart. Through the Junior Leadership Program I hope to come to a greater understanding of the town I love so deeply, by talking to the business owners and networking with leaders in the community. I see this program as an opportunity to learn new business skills and leadership strategies, in addition to meeting new people with similar interests and goals. I have lived in Monticello my entire life.
01.05 The Byzantines: Assessment A. 1. How would you name the school? What would be its mascot? Explain your choices.
Introduction For an educational leader a struggling school, such as Maple Shade Middle School, presents a unique opportunity. With the right leadership approach and a well thought out, well executed plan, a poorly performing school can be transformed into a thriving community school that provides positive learning and growth opportunities for all students (Frankl, 2016). As an educational leader tasked with effecting positive change for Maple Shade, I would consider three areas: the challenges and opportunities, the development of a vision for learning to include student performance goals, and the leadership approaches or style that would ensure positive changes in student achievement and outcomes occur. Challenges and Opportunities Maple
No deficiencies noted. Leadership: Lenore continues to gain the respect of others through her own actions and attitude by performing the assigned task, prior to training her employees. Problem Solving/Judgment: Lenore recognizes issues that should be brought to the attention of management. She continues to assess unresolved issues prior to making a decision. Initiative: Lenore suggests creative approaches to resolving obstacles within the unit.
Reflective Journal Leadership, Professional Knowledge and Ethical Practice What is one prevalent issue in early childhood education today? Explain both sides of the debate regarding this time. When I begin teaching at Head Start 18 years ago I only needed a high school diploma.
1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time. I consider myself a leader, i believe this because i am the type of person that feels like if i am not the one to do it then it will not be done the right way. Whenever i would work in groups i would designate myself to be the one to do the harder assignment, because i only trusted that would take it serious, not anyone else. Also, whenever i do anything that involves a team, i like to take control, because i feel like i am the best one to work under pressure or i can choose the best solution for any situation.
The leadership model practised in Senior School is instructional leadership. Southworth (2002:79) says that “instructional leadership ... is strongly concernedwith teaching and learning, including the professional learning of teachers as well as student growth”. Bush and Glover’s (2002) definition Leadership and management stresses the direction of the influence process: Instructional leadership focuses on teaching and learning and on the behaviour of teachers in working with students. Leaders’ influence is targeted at student learning via teachers. The emphasis is on the direction and impact of influence rather than the influence process itself.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.