Building Level Administration Case Study

Contents Page Qualification structures Unit 5001 Unit 5002 Unit 5003 Unit 5004 Unit 5005 Unit 5006 Unit 5007 Unit 5008 Unit 5009 Unit 5010 Unit 5011 Unit 5012 Unit 5013 Personal development as a manager and leader Information based decision making Performance management Resource management Meeting stakeholder and quality needs Conducting a management project Financial control Marketing planning Project development and control Human resource development Managing recruitment and selection Being a leader Leadership practice 3 4 5 6 7 8 9 10 11 12 13 14 15 16

I attended many meetings with my preceptor that offered provided me a better understanding of our hospital’s organizational development through leaderships eyes. The administrative team meeting discussion was based on the

Roles: Higher administration at the district level will develop strategic priorities to ensure success of the plan each year. Building administration, teachers and staff will implement plans at the building

As a teacher-leader, I have been assigned a number of wide-ranging and important informal roles in my career thus far that have enabled me to support and contribute towards the success of not only my students, but also my department and my school as a whole. By assuming these diverse leadership roles, I have been able to develop professionally, improve student attainment, positively influence the teaching and learning practice of my peers and contribute towards the culture and ethos of the schools I have worked in.

“Leaders don 't create followers, they create more leaders,” Tom Peter famously proclaimed. As the principal of Crestview Elementary, I have always taken this quote to heart by continuous striving to empower my faculty and staff. Most recently, I have decided to train my assistant principal, Kathy Robinson, who was appointed to her position this summer after ten years as a classroom teacher. I quickly recognized that she possessed many of the qualities that make great leaders. Kathy is an excellent communicator, a great problem solver, innovative, very personable, and cares about the students and staff (Sheninger, 2011). Therefore, I have decided to mentor her and hone her skills so that she will be prepared for a transition to the role of principal.

I think it is important for administrators to be leaders that can look at many teaching and curriculum styles and ideas as wonderful diversities. One size does not fit all teachers or all students. Teachers need to be allowed to think outside of the box and try things that they feel will help their students. As a leader, the administrator can act as a catalyst for reflection and help guide teachers when change is needed. I want to be a leader that builds teachers up with support and encouragement while still holding them to high expectation of accountability.

Our professional development sessions are conducted weekly in a variety of subject areas, and the monthly school-wide session, using interactive reform activities, align with the Danielson Framework for Teaching (Danielson, 2013) to showcase best practices of teachers and to develop grade-level performance tasks, looking at students’ work to provide individual feedback that is aligned with the teaching rubric in order to show academic progress and growth in the target areas of ELA and Math.

Key performance measures relative to this action plan are that our SIP will identify Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvement (strategy 3). Also, student growth meetings will be held each fall between school administrators and teachers and will revolve around students at risk of falling behind their peers and student sub-groups that may be collectively behind the total student population, thus closing the achievement gap (strategy 4). Building administrators will be proactive in arranging time for instructional rounds to facilitate professional growth among teachers.

According to author John C. Maxwell, “Good leadership isn’t about advancing yourself;it’s about advancing your team.” Much like Maxwell’s quote, I strive to advance my peers and my fellow students at South Florence High School. In my years at South Florence I’ve done my best to lead and be an example at this school by not only participating in clubs, but by doing my best academically. One thing that coincides with great leadership skills is a strong sense and acceptance of diversity in our school environment. Attending a school with a diverse student body helps prepare students for the culturally and ethnically diverse nation which we will be entering after we graduate and begin our lives.

Having a vision in mind, they would have a backup plan if a teacher decides to

Based on my experience in the classroom and my educational background, I want to pursue a certification as a K-12 administrator because I want to help and work with a larger population of students. My desire to enhance the culture and community in a school building has come from working with three amazing, passionate, and dedicated administrators (one principal and two vice principals) in my school building. Their drive to positively influence the lives of students, collaborate with parents, and enhance the teaching styles of all the faculty members in the building, has motivated me to want to do the same. A new challenge is presented every day in a school building, and I want to be part of an administrative team that will successfully work together to overcome each and every obstacle in order to better the educational experience of students.

The new apple campus is a project that requires multiple superintendents and project managers for different areas of the project. Chris Hooper is my superintendent, and he focuses on the mechanical, electrical, and plumbing (MEP) of the entire building. Next to him we have a project manager that focuses on the same area. The superintendents and project managers show leadership and management skills by running multiple meetings in a professional manner. One skill that all of them possess is being able to handle every single situation with professionalism.

As a school administrator, I will provide leadership, coaching and a safe environment for all children, and concentrate my energy on decreasing the achievement gap in minorities. As a building administrator, I will set realistically high expectations and demonstrate sensitivity and understanding of individual differences and culture.As per the Fast Company magazine, “People are going to require more transparency . . . in their lives. That’s fundamentally going to change. The more information you have, the better decision you can

The administrator should have an open communication with all school personnel. Administrators must communicate regularly and meaningfully with all members of the school community. They provide this leadership skill by demonstrating the commitment to academic excellence. As the instructional leader of the school, an administrator will; collaborate, provide professional development, and offer instructional support to those in need. As mandated by the district and state, the instructional leader has a duty to evaluate the teacher 's instruction and performance. Evaluations should be unprejudiced and well documented specifying both strengths and weaknesses of the teacher. As the instructional leader,

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in