As a result, the readers of the book benefited a lot from this book since it exposes the professionals who carried out the project as Dr. Patricia M. Greenfield, Ms. Blanca Quiroz, and many others were are notable in their work. Furthermore, it brings out the issue of schools demographics and contexts and, more importantly, help them apply the approach brought in the project on how to deal with classroom organization management. The fascinating thing about this book is the breakdown of the Bridging Culture Project, which assists a lot in understanding the issue of classroom management. Next time I happen to teach in a classroom, I will be very carefully about the class organization because this is the starting point of success in class and is very true to say that class management is all about creating a friendly environment for continuous learning to take place. I will rightly start by studying every student in my classroom and more specifically his or her culture then proceed to bridge the gap between the culture and the instruction that I give in
Essential characteristics of the principal’s role have been identified by groups such as the Interstate School Leaders Licensure Consortium, and the Educational Leadership Constituent Council. Standards from both these organizations require that a principal have a vision of learning, advocate for students, collaborate with teachers and the community, provide a safe environment, act with integrity, and understand the social and political confines in which we live. As noted by Sergiovanni in The Principalship, “For Parochial school principals, the religious dimension must be added to any array of roles and responsibilities that define the principalship.” (2015, p. 43)
The first domain in the Florida Principals Leadership Standards, Student Achievement, is divided into two separate Standards. The first standard is about Student Learning Results and achieving previously set standards. Out of the many leadership styles that were discussed in class, I felt that the path-goal theory fit the purpose of this standard the best. The implementation of path Goal-theory begins by identifying the objectives to be reached as “The school 's learning goals are based on the state 's adopted student academic standards and the district 's adopted curricula” (“The Florida Principal,” n.d.). My job as a leader would then be to clear out any foreseeable, and unforeseen obstacles so that my pupils can achieve success as
Harpo Allen Middle School Scenario Reflection 1. Describe some approaches that could be used to establish a culture of high expectations for students and staff performances at Harpo Allen Middle School. • First, as a new principal, you will need to acquire an understanding of and appreciation for the culture of the school, then, use your leadership style (such as being a team leader) in order to gain the trust and respect of the staff and students. • Conduct a school climate survey of faculty, parents, and students to gauge how much of the learning process I taking place and what measures need to be incorporated insure that high quality teaching/learning is taking place for the entire school. • Create PLCs to promote high expectations among
After reading chapter 1, there was the one quote from Keth of Genetch, who had opened my eyes on telling the difference between a Leader and Manager. He describes, “Leadership is ultimately about creating a way for people to contribute to make something extraordinary happened.” (Causes and Posner, 2007, p.3) The reason why I am drawn to this quote because as a upcoming leader for my club on campus, it made me think that as a leader the individual wants to hear and listen from people within their group. By doing this you are building a community that welcomes everyone voice of reason and hopefully inspiring.
As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff. With the growing diversity of students within our school and community, as an educational leader I will need to be able to understand the relationship between social justice, school culture, and the community. I will determine what opportunities are available within our community, discuss with the stakeholders our beliefs, perceptions, and attitudes that will shape and influence the way our school will be run. I will have to learn how to recognize the differences of
2). There has been a shift in what effective leadership looks like over the years. The role of a principal has transitioned from a hierarchical system, in which the principal is the educational expert, to a shared instructional leadership role that encourages collaboration between the administration and teachers as well as between teachers and their colleagues (Marks & Printy, 2003). “Shared instructional leadership involves the active collaboration of principal and teachers on curriculum, instruction, and assessment,” (Marks & Printy, 2003, p. 371). With this approach, the responsibility for curriculum development as well as professional development and supervision of classroom instruction is shared, fundamentally changing structure and culture within the school.
The ethos is based on the beliefs and atmosphere of the school to provide a safe and successful environment for the children. Everybody who would be participating with the schools practice aims and missions to provide an environment that assists successful learning. Good practice of each of the staffs roles (eg,whether it be teacher, TA, SENCO, dinner lady) should fully retain their job role in order to project a good sense of atmosphere; staff should work together positively as a team. Empathy would play a part of keeping this positive atmosphere and optimism as well as a standard of learning for the children helps the aims of the learning environment. Children should be persuaded to learn in a positive manner with a momentous influence.
The goal for the leader is to serve in a yielding, yet fluid nonjudgmental manner that benefits everyone. In chapter 26, the leader is stable in regards to their role towards staff. They aren’t easily distracted or caught up in things within the organization. If the leader is working towards a project that
Skills Leaders lead the process and engage in activities that create and share the school vision with stakeholders through communication. Leaders involve the school community in its improvement. When it comes to student progress, the school has to uses multiple assessment tools to monitor student process. Standard 10
Leaders have to take a stand in the school, and the community and be heard. “ I am a leader” this is how things supposed to be done. Hopefully in our new school, we will have the latest classrooms, technology, and state of the art cafeteria. We hope that the different stakeholders in the area will help with funding our school. Having the latest classroom will include, nice furniture, plenty of closets, science classrooms.
Culture is not always defined by one’s individual self, but often by the world they, along with everybody else, are put into. So many factors in life form our culture for us, be it school, society, or otherwise. It is our own unique culture that we strive for, no matter the hardship. It also happens to be that difficult to achieve goals are often worth the
By engaging teachers and school members in improvement strategies, I built positive relationships with teachers, parents, and students. In addition, my communication skills improved. I understand I must work with the school community and build relationships so that the school and community coexist together for the learning purpose of the students. Through my experiences, I learned that the most important standard for accomplishment is to support teachers in the direction of a shared vision, build relationships and involve teachers in the decision making process. A school leader must be willing to effectively deliver the school vision to teachers and students to achieve outcomes.
In this instance the school culture is being guided
Leadership is a construct that stretches across every aspect of life. Within the educational system, the majority of decisions about schools are made by upper administration at both the state and district level. High-stakes testing, unfunded educational mandates, and tight budgets have been guiding administrators to make extensive, critical, and impactful decisions in districts, at times, without input from essential stakeholders such as teachers. McCombs and Miller (2009) described results in the following way, “what began as an effort to create a culture of achievement for all has resulted instead in a culture in which achievement has been subverted, leaving teacher and school leaders weary and demoralized” (p. 13). This type of culture
