How Should Educator Leaders Be Held Accountable For Student Well-Being?

Educator leaders should be held accountable for student well-being. This can—and should—be accomplished in the following ways. To begin, educator leaders should reiterate to the faculty that as teachers, we are there for the well-being of students, first. Everything we do at school and in preparation for being at school should revolve around what the students need. Educator leaders should work with teachers and the Missouri Learning Standards in order to create/revise curricula that helps the students learn what is expected from the state. While doing this, educational leaders can use their knowledge to help teachers choose/include material that fits the curriculum, while at the same time avoids presenting students with inappropriate content. According to Auqila (2008), “while children in schools must be protected from harm, teachers have the right to

Educational leaders can remind teachers that students who exhibit poor behaviors are often coming from a background of trauma/neglect. This reminder will not stop the poor behavior, but it can help teachers retain their composure and professionalism when working with these students. Plus, it can help teachers investigate matters in order to help ensure a child’s rights are being followed and to improve the students’ well-being at home. More reports of concern to administration and counselors can help many students and families with their problems. According to Larson (2011), “when capable educational leaders embrace the broader purposes of education for increasing social justice for children in a democratic society, they can have an enormous impact on the lives of children and families in their communities.” Educational leaders can help teachers become advocates for students. In a time when teachers might be the only advocate in a child’s life, this is