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Leaders For Successful Schools Book Report

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Recommended: Leadership theories and principles

Leaders for Productive Schools Joseph Murphy, Stephen N. Elliott, Ellen Goldring, and Andrew C. Porter All authors are educators at Vanderbilt University Leaders for Productive Schools Either at the school or the district level by developing a vision statement a leader tries to explain the beliefs and governing policies of their school system, first for themselves, and then for the community. A vision statements should be easily understood and shared by members of the administration, school, and community, it should be broad enough to include many views, it should be motivating to everyone involved in the leader’s desire for the school community and lastly it should be easy to communicate as well as easily understood. …show more content…

A leader must examine the test data yearly, and use that information to make changes that ensure that the best practices used by the teachers are retained and that the less useful practices are replaced based on the data gained from the yearly review and the data that supports the best practices used by the teachers. A leader can examine the teaching methods used by the teachers with one group of students and use the data to ensure that the best version of that lesson is used with the next group of students. A leader’s decision on effectiveness is not a quick, easy, or once a year decision, but an ongoing process that uses the best information that is available from all educational resources and many observations in the classrooms to collect data on the best teaching methods. A leader must be involved in a school’s curriculum program, at both the school and district level, and develop several steps for teachers to follow in order to have a educational program that meets the needs of the students. The first step is to create a professional learning committee (PLC) to help plan the curriculum and to provide views on what are the

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“In addition to organizational structure, the people within an organization determine how the organization functions. The values and perspectives of these individuals can influence how programs are implemented, how the organization obtains money and other resources, who is hired by the organization, and what services the organization provides,” (Hardina, Middleton, Montana & Simpson, 2007 pg. 29). The following will analyze the Saginaw Intermediate School District (Saginaw ISD) and their ability to meet the needs of those people it serves as well as those individuals they employ. Stakeholder Groups Recruiting and retaining active stakeholders increases, “Greater community support and buy-in, varied perspectives, a better understanding of the community context and an overall, more effective effort,” (Morgan, Stakeholders and Collaborators, 2018).

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The Shelby County Schools District 10-year strategic plan, Destination 2025, is well in its 3rd year of existence. In year 2025, the SCS school district hope to be on target with 80% of seniors on track learning in a postsecondary environment, or entering the workforce; 90% of students earning high school diploma on time; and every student enrolling in a postsecondary college (SCS, 2015). To accomplish the 10-year strategic plan goals, schools’ administrators, faculty and staff have begun to establish collaborative groups whereas they are recommending, developing, and implementing small changes strengthening the gap in education. A comprehensive plan utilizing Rubin’s 14 Life Cycles, phases 6-14, is presented in this paper. A discussion of

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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”.

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The district wide data system allows teachers to compile data by classroom and content areas to identify patterns in performance. The district’s purpose in gathering data is to identify trends and gaps and to determine student and staff learning needs in light of our district’s annual student achievement goals. The data is utilized by the district’s Curriculum and Instruction team to identify where need and support is needed and to review curriculum. My school’s building leadership team, including my principal, instructional coach, and Instructional Leadership Team (ILT), analyzes our own building’s data in light of the district’s student improvement goals to look for areas that need improvement and to create annual student improvement goals for our building. This data is then presented to our building staff.

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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

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Demographically, Jefferson City High School (JCHS) had 74.3% White students and 16.6% Black students with 42.4% free (or reduced) lunch in a population of 2,618 in 2008 (DESE, 2014). Thus defining JCHS as a large suburban secondary school based in an urban setting. I was hired for the 2009 school-year to help model the vision of learning in my school community by supporting the development of faculty skills that match the will of our directive. The mission of the JCHS community seeks to teach, inspire, motivate, and empower students to be responsible members within a global society (Jefferson City, 2011). The details of successful implementation to fulfill our mission to each student were ambiguous in both philosophy and application.

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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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Community building includes working closely with teachers and administrators, the school board, and the various citizen groups that comprise the larger community. This work requires both the political acumen implied in the role of superintendent as democratic leader and the academic skills of the applied social scientist. An important responsibility of democratic leadership is to garner the resources to support district initiatives (Grogan & Brunner, 2005b). Scholars in public education (e.g., Hanson, 2003; Wirt & Kirst, 2001) recognize that even the best education policies usually prove to be ineffective when they are unacceptable to the public. Kowalski (2005a) argue that policy and politics are inextricably joined in a democracy; a reality that promotes democratic administration.

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An effective leader recognizes that every student is unique. Our students come from different backgrounds and cultures that affect the way they participate in their learning. That leader encourages students to share their cultural and ethnic differences with others. Exploring these differences can lead to better understanding of the student population as a whole and allows educators to build classrooms and school communities that are safe, while fostering great environments for learning. She (or he) also understands all students perform at different ability levels, some students need to be challenged academically and some need increased assistance to reach grade level standards.

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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.

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Although it may take longer to develop solutions to problems that are strategic in nature; it's important that the superintendent distributes her time efficiently by working on what can easily be fixed and building the strategies and visions necessary for the long-term survival of an organization. Due to the immediate and visible nature of operational problems, I believe an efficient superintendent should be able to respond and help almost immediately when these sort of problems arise. However, a superintendent, that is also an strategic leader, should be able to acknowledge these issues without compromising the long-term feasibility of the organization or project. In Brigg's case, I believe she should ten to the operational problems affecting the schools without relinquishing the need to create visions. It's important than a strategic leader develops a clear vision, but it is also fundamental that the leader sets in place.

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Teachers should get support in form of supervision. It can be seen from the research that teachers expressed their confusion regarding assessment in general and formative assessment in particular. Therefore, the school management needs to provide opportunities for their teachers to participate in a variety of professional development such as workshops, seminars and in-service programs. The programs should particularly focus on helping teachers have general knowledge of formative assessment by providing some technical terms related to formative assessment. In addition to this, these programs also help teachers realize the importance of using formative assessment as well as encourage them to develop skills required for using

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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.

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