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 …show more content…
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”. Other aspects of this standard such as: “effective instruction, student performance, implement the district 's adopted curricula and state 's adopted academic standards in a manner that is rigorous and culturally relevant to the students and school, and ensure the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula” (“The Florida Principal,” n.d.) will have me deviate throughout the model depending on the student that I am dealing with. My experience using the Situational Leadership model is that it is not a rigid model. I have always started in the first stage, directing, regardless of what situation I have been in. However, my students’
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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
Follow the leader, a.k.a. do what the first person does and don’t do it wrong or you are out. This becomes burnt into children’s minds as what they think leadership is and has become what many people think it must be. Contrarily, a flourishing leader is one who listens. Who takes all member’s ideas into consideration, makes sure all are heard, and keeps a group in order while still taking into account what the group wants.
ISLLC Standard 5 suggests that an educational leader acts with integrity, fairness, and in an ethical manner. The leader has knowledge and understanding of professional codes of ethics, frameworks and perspectives on principles. Value of the diverse school community is evident. The administrator believes in, values, and is committed to bringing ethical principles to the supervisory process putting their own interest aside for the good of the school community. They must use the influence of their leadership constructively and productively in the service of all students and their families.
Foster sympathy and forgiveness when as individuals we frequently miss the mark concerning our high beliefs. Foster imparted administration and choice making at the most reduced levels of the association conceivable. Create a straightforward association through clear correspondence and by making data promptly accessible. Understand that the leader has awesome force inalienable in their part and utilize that power with consideration As an educational leader my personal code of ethics establish that as when I will be functioning as an educational leader I will gives benefits in a nondiscriminatory way; will acknowledges responsibility for my own particular activities; I will tries to enhance the profession through professional improvement and examination; I will satisfies professional obligations with genuineness and respectability and I will makes the prosperity of students the essential esteem in choice making.
There are few leadership strategies that can be used to re-energize the workforce; such as: 1. Participative Theory is an ideal leadership style that takes into consideration the input of its associates. Leaders are encouraged to involve staff and all group members, so they know that their contributions and participations are important, and they have the right to say no to any suggestion. 2. Situational Theories propose that leaders choose the best course of action based upon situational variables.
ethnicity, socioeconomic, special programs – SpEd, ELL. - Leaders are held responsible for the results and often given some discretion how to resolve the campus issues or how to enhance/enrich the program; promotes leader buy-in and ownership of the problem Weaknesses of accountability to school organization leadership: - Some leaders take the pressure and pass it on negatively to the staff/students; a little pressure can be good but the leader must know when to push, when to encourage and so on in order to keep morale high and the goal attainable - Some leaders don’t know what to do with the data and are not confident enough to ask for help or guidance; thus, they either retreat or they “get out the whip” yet either way there is no direction or team work with the faculty; this is to the detriment of the faculty and students - The accountability system is now so complicated that the typical parent or taxpayer can’t understand it and all the nuances; this can cause a misperception of a school’s performance based on one sub-population that may not have done well because of a few
This theory makes the dyadic relationship between leaders and followers the focal point of the leadership process. Path-Goal Theory. This approach emphasizes the link between the leader, followers’ behaviors, and that of the organization, making the path clear to promote a satisfying work environment. Authentic Leadership Theory. This approach focuses on the interpersonal process that emerges from the interactions between leaders and followers.
(Schuttloffel, p.3). This was such an important theory in our prior course, and warrants review. Sergiovanni describes this theory as one where the Catholic school leader makes decisions based on the “right thing to do,” and the heart, head and hand of the school leader work together. Schuttloffel concurs with Sergiovanni and defines the union of the principal’s beliefs (heart), actions (hand), and head (world view) as authentic leadership, and for the Catholic leader, this union aligns with the school leader’s character as well as the leader’s witness to his or her faith. (p.3) Schuttloffel (2003) discusses the necessity for Catholic leaders to openly live their faith.
Path goal leader are repeatedly brilliant individuals, who are dedicated, committed, possess high personal standards and an determined sense of duty. This kind of leaders have a tendency to be decisive, confident, eager to take charge and willing to accept responsibility. They exercise command easily, but tend to extract obedience. This kind of leadership is imposed by power, dominating and fear of punishment. Normally they are suspicious of new ideas, except for their own and cautious of discussion.
The Leader in Me teaches students 21st century leadership and life skills and creates a culture of student empowerment based on the idea that every child can be a leader (FranklinCovey, 2009). The program has created 7 habits that promote a positive learning environment. The program is also aligned to several national and state academic standards. The program is designed to teach students about life skills such as responsibility, accountability, leadership and initiative. The learning environment is designed to be student-led.
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.
This model maps each leadership style for each maturity level and depending on the situation and on the individual. Although we have employees with a high degree of maturity who are able to work on their own. The administration is persisting to tell our employees what to do and how to do it. These are employees that are losing their high confidence and strong skills, and who used to be committed to the
When giving an leadership philosophy, it is important that one implement these given characteristics into their life. While illustrating this manner, a leader must also act as a motivator and disciplinarian, especially when leading teachers. In conclusion, leadership is the ability to retain the confidence of others. By doing so, a leader would be able to follow their own willingness to take their suggestions on the matter of any given situation. Through its contrasting definitions and beliefs, a leadership philosophy will always illustrate a worldview of leadership, include leadership practices, build on leadership relationships, and include a diversity as to how you would assort your leadership skills and most importantly, an assessment of an effective
According to this theory the best leaders are those who best adapt themselves to the situation. An adaptive leader might look at cues such as the type of task and who is involved in group, to better their judgement. A study on university employees on situational leadership found results that indicated a situational factor in leadership when solving different job tasks (Fernandez & Vecchio, 1997). This theory has an application for the EPP that I took part in, throughout my experience I was faced with tasks that we as a team had to overcome, it became clear that the role of leader changed dependant on the task. An example would be creating the design and speech for the new PowerPoint presentation for recruitment of student staff.
Contingency theories put forth the idea that the success of a leader hinges on the specific situation at hand. A situation can be proven effective based on the leader or the leadership style attached. The factors that would determine this would include the task, the personality of the leader and the composition of the group that is meant to be led. Its basic assumption is that leadership-success or failure – is situational. There are a number of sub-theories that fall under the general contingency umbrella.