Teachers hold a variety of perceptions regarding attributes of a leader. Numerous teachers have the skills and knowledge to become valuable teacher leaders, but even with research showing the impact of such leaders, many teachers haven’t realized their potential in this area (Fairman & Mackenzie, 2015; Helterbran, 2010). One possible reason for this might be the old school mentality in which teachers believe they should work in isolation, or a schools egalitarian culture discourages teachers from emerging (Berry et al., 2005; Goodwin, 2013; York-Barr & Duke, 2004). Helterbran (2010) states the materialization of teacher leaders “cannot and will not occur unless and until teachers recognize their own leadership potential and develop the confidence and skills to be effective teacher leaders” (p. 365). Helterbran (2010) further states the first step in the process …show more content…
Helterbran (2014) stated that the principal is the key factor in determining if teacher leaders will become effective within the school. A school culture, orchestrated by the principal, which encourages teacher leaders is essential to the success of the leader. Demir (2015) states that developing that culture, “is one of the most challenging aspects in the implementation of teacher leadership” (p. 623). One way in which this could be accomplished is for the principal to be a supportive mentor and encourager to the teacher. “Barth (2001) noted that it is the expectation of a principal toward a teacher to be the leader; empowering teachers, assigning them responsibilities, encouraging their successes, and appreciated their successes are all extremely important” (as cited by Demir, 2015, p. 625). If principals have the mentality described by Barth (2001), they will begin to build the trust of their teachers, which, in return, might encourage them to step into leadership
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”.
I have worked under a few different administrators that were not genuine and always seemed to say exactly what you wanted to hear rather than telling the truth. This lack of authenticity eroded the system from the inside out and made it so that not one teacher sought out those administrators. We all felt the lack of follow through and the trust had vanished. Without being honest and sincere I feel that administrators lose the following of the staff and lose admiration from staff and students as well. I was drawn to what Evans stated when he claimed, “…leadership begins at one’s center” (144).
So, in my following reaction I am analyzing the movie “Hard Lessons” according to the book chapter Becoming Trustworthy Leader, and find out to what extend Mr. McKenna could be considered trustworthy leader. The movie “Hard Lessons” is based on the real story where new principal Mr. George McKenna of Washington High School is appointed to fight against violence, gangs and drugs users at school. He is aimed to change all the inner system of the school reforming learning and teaching styles, and inviting parents to contribute to the school change. Despite all hardships he faces, Mr McKenna does not quit, moreover he meets his goal establishing safer environment, school disciplinary and improving the education. If we compare McKenna’s practices to the book chapter “Becoming a Trustworthy Leader” where the central idea is building trust to make a successful school , it is clearly seen in the movie that he is trying to use different ways to foster trust among teachers, students ,parents and him to make better and effective school.
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.
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
I chose the book by Neila Connors, If you Don’t Feed the Teachers, They Eat the Students!:Guide to Success for Administrators and Teachers to review. The book is an easy read and is refreshing in its approach as a guide for administrators. The author uses cooking metaphors to offer some practical advice on how to be an effective leader. Although the tone of the book is light and funny, it does a good job addressing the serious task that all school principals face, creating a positive and encouraging environment for teachers. As the book emphasizes the teachers are the foundation of the school, unhappy staff will not produce successful students.
Ch. 3 Major Concepts We find in our reading the essence of being a school principal and the many characteristics a principal must possess in order to be effective. This chapter speaks about school leaders managing every aspect of the school in order to ensure student success. Managing a learning facility that operates in an organized and safe environment can play a major role in the potential success of students.
Klar and Brewer identified “how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA” (p. 422). The principal in the study addressed school and community challenges with “direction setting, developing people, redesigning of the organization, and managing the instructional program” (Klar & Brewer, 2014, p. 438). Klar and Brewer (2014) further noted that the principal’s “personal and professional support of individual teachers and prominent visibility reinforced his commitment, and resonated with the values of this particular community” (p. 439). Furthermore, the principal asked all members of the community to engage in the work of educating children. Klar and Brewer (2014) declare that the principal and “his community confronted the changing politics of the rural while opening multiple routes to success and the meeting the accountability demands” (p. 440).
A research study was conducted in an effort to examine the correlation between job performance and leadership styles among educational leaders in
Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse
The purpose of this paper is to make a comprehensive connection between the core classes taken at Concordia University—Portland throughout the duration of the Doctor of Education program. Throughout the program the core classes provide a solid structure for the essential foundation that one will need to progress successfully throughout the duration of the program. There are several themes integrated within the program that one will be able to identify as key factors for continuous effective leadership. These themes are highlighted to exemplify the cohesiveness of the program. Preparation for the educational leader is a multifaceted process that involves self-evaluation, knowledge and passion for the profession, concern for the quality of
Leadership in early childhood brings out a lot of responsibilities and the need to be able to maintain quite a lot of skills. Some of the skills which are needed in the early education sector are “communication, decision-making, problem-solving, interpersonal and organizational skills,” (Narasimhan, 2012) this helps the leader to be able to encourage and support the team to achieve the goals. “Successful leaders” use their team member’s individual abilities to help create powerful ideas, plans and a focused vision for the future. Leaders of an early education service should be able to bring their individuality into the service and carry out responsibilities by being charismatic, outgoing, influential, and philosophical or action oriented.
They must be mangers, disciplinarians, change facilitators, motivators, schedule creators, evaluators, educators, and of course leaders. With educational reform (CCSS) implementation on the forefront of most schools’ agendas, what is the role of an elementary school principal? How does the staff, especially the teachers who are giving daily instruction of the CCSS and directly implementing the standards, perceive the role and function of their principal? Are teachers feeling supported at their
3.1. INTRODUCTION It has been argued that lower school achievement creates an unpleasant working condition for principals, which has also been found to be associated with their increased turnover (Partlow, 2007) All high school principals employed by California (USA) public school districts serve as the population for this study. From a compensation perspective, it is appropriate to hold the focal position constant because ‘‘pay amount varies by focal position’’
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.