Effective District Level Leader Promotes The Success Of Learning For All Students

When dealing with larger school districts, there are several different positions in which play vital roles in the success of the school ‘s in the county. Deputy superintendent, chief financial officers, executive directors, and chief technology officer, are the crucial four. From there smaller roles are delegated to address issues based on needs and situations that may happen with schools, students teachers and

|ILLSC 2008 Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, |

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

In a study conducted by S.M. Johnson on the complexity of the superintendent’s role in school district leadership, she identified three types of leadership evident in the practice of successful superintendents: “educational leadership (focus on pedagogy and learning), political leadership (securing resources, building coalitions), and managerial leadership (using structures for participation, supervision, support, and planning)” (as cited in Fullan, 2006, p. 210). For the RTI change initiative, the superintendent showed these three types of

ISLLC 2008 Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

ELCC 5.1. Part of my vision as an administrator is linked to standard 5.1. I must act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. I used data collected from 2014 fifth grade literacy scores to compare achievement between black and white students in our school. There were more white students that scored proficient and advanced than black students. There was a gap but now a major gap. As an administrator I will provide each student with an equal opportunity to participate in the learning process. I vow to work with administrators, teachers, staff, and

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

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

The twenty first century author Alexandra Iftodi Zamfir (1986- ) argues that ‘architecture and settings are more important in Gothic fiction than in any other type of literature.’ (Zamfir. 2011: 15). The nature of architectural space performs a significant role within the narrative structure of Gothic fiction as it creates and builds layers of imagery that signify the horrific and gloomy; a construction full of atmosphere and suspense. It was the Gothic writer Horace Walpole (1717-1797) who first illustrated in his Gothic novel The Castle of Otranto (1764) an example symbolic to the nature and power of architectural space explored through the nature from his own “…house in Strawberry Hill which was the most complete neo-Gothic

An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the

I do think many of us in the special education community think we have overcome many of the earlier problems regarding the treatment of individuals with disabilities and access to special education. However, I do not think we have solved these problems. As I read this story, I thought about a young man I attended school with as a child. Jeremiah was an amazing person. Hurt by so many people in his short life, he was stubborn and independent.

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 we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really