In today’s highly litigious society it is of utmost importance for an education leader to have a good understanding of rules and regulations pertaining to the field of education. Knowledge of constitutional provisions and a handle on up to date local, state and federal requirements is a must for someone in educational leadership role. The nature of the population we serve is changing continuously. Educators need to be mindful of the rights of people protected by the constitution and make an effort to develop policies designed to protect those rights.
My first artifacts is a program from “2016 Back to school legal updates for school administrators” event that I attended in fall 2016. Attending this event helped me get information on legislative and case law updates. At this event I learned the importance of paying attention to legislative session as it pertains to the field of education. Among a lot of other updates, I learned that the educators are applauding the three main accomplishments from 2016 legislative session:
Voluntary formula driven , pre-kindergarten pilot programs
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I also attended a breakout session on "Discharge and Discipline" for teachers. This was specially helpful as I am a new administrator and it is very important for me understand the procedures and legal obligations.
The second artifact that I have is a copy of grade advancement policy that I worked on with my principal a few years ago. Shakopee didn’t have a policy around this matter but in last few years a lot of requests were being made for grade advancement and the district felt the need to have a policy around it. This activity helped me understand the importance of local (district) policy and
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”.
The Tempe School District, are proud to share our letter grades. We have a great deal to celebrate and we have ongoing work to do to show continuous improvement in all of our classrooms. We teach to the whole child and not every area is tested or accounted for in letter grades. We value accountability and the transparency that comes with it. Putting a lens on our student acheivement and student growth is an opportunity to continue the conversation about the hard work that takes place every day in our
Much of this Act reinforces the Federal Title IX guidelines. Furthermore, this statute gives individuals rights to employment, along with pathways to assert grievances at the state level in addition to the federal level. As an administrator, it is necessary to understand all mandatory requirements in this statute to ensure that all hiring practices are legal. Administrators in Texas must be familiar with every portion of the Texas Labor Code to properly file openings, hire employees and manage possible disputes effectively. Understanding employee rights and employer responsibilities assures that the school district is within compliance and protected from potential liability.
This artifact allowed me to learn about my students’ background, and develop a plan to involve their families and the
The first couple are the operational autonomy of the schools at the local and state level. Lastly, there are also laws governing the teachers
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
During my doctoral studies at UC Berkeley, I designed and conducted a qualitative and quantitative reaserch investigating the role of school leadership in implementation of instructional practices within various organizational and institutional environments. I benefited from interviewing and surveying students, teachers and coaches, principals, and district professionals in San Francisco Unified School District and West Contra
The Director of Education will also be responsible for teacher training and supervision, curriculum evaluation, and continual engagement with parents and students. Responsibilities: Create and administer a comprehensive and successful curriculum that adheres to academic standards and promotes challenge-based learning. Train and monitor teachers to ensure the curriculum is delivered successfully and consistently.
The first is that K - 12 su perintendents or directors will affirm that their educational leadership practices have been impacted by their experiences reading fiction; the second is that are certain leader - related behaviors which have been commonly influenced by the reading of fictio n; and the third is that those school leaders will concur that the study of fiction be included in the academic development of educational leaders. READING FICTION AND LEADERSHIP PERFORMANCE 4 Research Paradigm While the literature concludes that certain leadership behaviors are influenced by read ing fiction, no specific study of this kind devoted solely to K - 12 school superintendents has been found. Given that they are tasked with implementing both state and local curriculum initiatives and serve as an important bridge between educators and those that set policy and shape the
The Future of Education in America The information age; a time in human history after the Industrial Age, where society has shifted from manufacturing to the transfer of technology and data. Why then, has the education system remained the same? In my opinion, the “No child left behind” policies are archaic and outdated, but why would one refer to this program as such? Highschool is viewed as a participation effort, and treated as though nothing valuable is being taught, and taking this as its worth, the education system is in need of repair in the 20th Century.
Learning is a continuous cycle for both principal and teachers. It is not enough being knowledgeable about policies and regulations. An effective supervisor must also be knowledgeable of the content being taught and recognize when best practices are being used or lacking in teaching. Both teachers and supervisor should engage in ongoing professional development tied to student learning. Teachers are often made to sit through professional development that does not fit their developmental needs or abilities.
In an article written for Education Leadership, the journal of the Association for Supervision and Curriculum Development (ASCD), Lambert (2002) claimed for an instructional leadership shared by the community; understanding by community all of those who are related to students' development, and understanding leadership as professional work of everyone in school settings. The author proposed the center of the definition of leadership as being responsible of the learning of colleagues. This core definition is grounded under three premises: 1) everyone has the right, responsibility, and ability to be a reader; 2) how we define leadership influences how people participate; and 3) Educators yearn to be more fully purposeful, professional human beings. Lambert (2002) also posited that instructional leadership will produce sustainable school improvement by making possible for educators, administrators, parents and students to participate together as mutual learners and leaders.
The role of principal has changed over the years, no longer are principals expected to be school managers only. The requirements and expectations of an effective principal continues to evolve and become more challenging and more complex. The social and educational expectations, which combines high-stakes testing and accountability along with the high ideals of supporting social, physical and emotional needs of children, demands that principals demonstrate the vision, courage and skill to lead and advocate for effective learning environment where all students and adults reach their highest potential. Principals must be learners, culture builders, leaders, mentors, supervisors, managers and politicians.
Change is occurring in society at a rapid speed. Change may be described as the adoption of an innovation (Carlopio 1998), where the ultimate goal is to improve outcomes through an alteration of practices. The above saying can truly be applied on the modern education system. The society in the twenty first century is increasingly diverse, globalized, and complex and media-saturated. In today’s world of technology, the olden education system with its teacher-centered approach, passive learning, time based, textbook driven, fragmented curriculum, low expectations from the learner does not seem to cater to the learning needs of twenty first century students.
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.