From my standpoint, building administrators are the forefront of the school. They foster positive interpersonal relationships, shape and promote high standards for improving the school from within, and endorse the code of ethics implemented for educators by human resources and the board of education.
Building Relationships
In my opinion, building alliances and strong interpersonal relationships is directly related to human resources. I feel as though the duties for building relationships consist of upholding and managing professional and ethical relationships within the school climate, understanding diversity by promoting inclusion, encouraging staff collaboration and leadership refinement, building external relationships with stakeholders
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For instance, one can conclude that the leadership role of the principal is not only structured around being impactful, but also evaluating all moving parts to effective leadership in a school environment. Based on my opinion of the roles of a building leader, l I believe that the functional aspects of being a principal and establishing authority includes upholding the schools mission and values, addressing school climate changes, teacher assessments, classroom observations, and exploring new ways to Improve student …show more content…
I concluded that the responsibilities of a building leader includes upholding academic standards and requirements within the school, assessing classroom curriculum, taking responsibility for student learning (staff coaching), hiring high quality educators, intervening when classroom assessments provide evidence of academic struggles, researching resources and new program implementation strategies, and accessing educators (Annual reviews, staff
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
The Principal and the governing body are accountable for the effective performance of the school and lead the development of staff to enable them to carry out their work. The Senior Leadership Team is made up of the Principal, Deputy Principal, three senior teachers and the School Business Manager. Together they have the responsibility of setting the strategic direction of the school and lead the school in managing this, as well as setting goals. There are three team leaders, each responsible for the teaching assistants, midday supervisors and estates team.
The job of a school leader is not easy as many may think. School leaders are responsible for everything dealing with a school from the teaching staff to managing the school budget. I believe all the New Hampshire principal competencies are important and meaningful to every school leader. The New Hampshire competencies are important and meaningful to every school leader because they are designed to help guide principals in the right direction, and they should all be reviewed and followed. I believe effective school leaders should know the following; stage one: educational leadership, stage two: school culture and instructional programs, stage four: school and community, and stage five: integrity and ethics.
The research speaks to the eight symbolic roles of leaders; here the school leader serves as a historian examining the challenges of the internal and external school culture. Terrence E. Deal and Kent D. Peterson (1990) stated:
In this chapter, Fullan begins by maintaining that principals who are effective lead learners are necessarily also good managers, because they understand that having clear routines is essential for school improvement.” (57) He quotes from Viviane Robinson’s Student-Centered Leadership to both underscore the previous point and emphasize that successful principals take an active learning stance: “The principal who makes the biggest impact on learning is the one who attends to other matters as well, but, most important, ‘participates as a learner’ with teachers in helping move the school forward.” (58) Fullan also borrows from Helen Timperley’s work in responding to the question, Who is in a principal’s class? The principal’s class consists of “team leaders who in turn can leverage the learning of other teachers in their group”
The duties of a principal as described in PDF Part Ed 304 describes what an effective school leader should be. A school leader should serve as a leader of the school. They must be responsible for managing and maintaining the entire school based on polices and procedures. They must also make sure that all students are safe and learning meets the needs of all students. Section A of Part Ed 304 summarizes for me what a school leader should promote. A principal should establish and promote high standards and expectations for all students. I think Part Ed 304 also explains the importance of communication. School leaders must be able to communicate and tackle situations with all stakeholders. Ultimately, a school leader’s role is broad and depends
Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should promote the success of every student by advocating and effectively implementing the 6 standards of Educational Leadership. 2
As a leader of a charter school I see myself as strong leader that knows how to make decisions that are positive for my school in every way shape or form. My main strength is knowing how to hold staff and parents accountable for their actions. Monitoring and Evaluating Programs will be my second priority when managing a school site. In order to have successful student I must know how to recruit and retaining top employees. Supporting the Learning of all students is the my main priority and I believe the most difficult as well. However I have learned to handle each situation in the correct and most efficient
As building level administrators deal with the day to day workings of the school. They need to understand that the need to develop relationship with everyone. These leaders have to become the premier experts in recognizing diversity and knowing excellence teaching when they see it.
In terms of becoming a mediator and consensus builder the authors detailed the need for principals to possess relational leadership skills in order to be able to both facilitate groups and coach others on staff in the ability to facilitate their own groups, and stressed that the key to this is the ability to effectively participate in conflict resolution (Donaldson, Marnik, Mackenzie, & Ackerman, 2009). The authors suggested that conflict is part and parcel of school reform and that in addition to being able to deal effectively with conflict the successful principal needs to develop the ability for bringing about consensus within the group, noting that interpersonal and intrapersonal skills were as much or more important than knowledge (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).
“A delicate relationship exists between the federal government (and eligibility for federal funding). state government (and its responsibilities for establishing or chartering institutions credentialing individuals through certification or licensure), and voluntary membership associations (which require accreditation for membership)” (Altbach, Gumport, and Berdahl, 2011, p. 212).
The purpose of this paper is to have a better understanding how district level and building level administrators not only go about developing, but also implementing district wide and building level budgets. Two people were interviewed, one being a business manager of a school district, and the other a high school principal. There were some similarities along with some distinct characteristics defining the two different administrators.
The authors’ assertion that teachers can lead on campus is very credible. I believe that administrators need to understand that teachers exhibit leadership in multiple ways. I also agree that as teachers begin to look for leadership roles, other opportunities will present themselves. Based on their talents and interests teachers should be able to find a way to add value on
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,
Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers