Learner Center Values And Ethics Of Leadership

Good leader needs to be able to identify teacher capabilities, and in what capacity they best fit in the school to reach the organization 's goals and provide resources to help teachers, and grow their capacity to become effective. According to Mantz, the tricky part is putting enough pressure on them for continual growth in meeting the vision of the school, progressing quickly, but not to the point where teachers become overloaded, and want to quit. Two years ago, the district had five teachers resign mid year. Teachers need to be pushed to meet the desired results, but there must be a balance, or they leave. Increased professional development after classroom observations has helped teachers strengthen capabilities through evaluations. Teachers make goals, then, are provided formative feedback early in their teaching experiences, which builds capacity, and provides more flexibility in the master schedule.

In our school, the principal is the head of our organization and since she does not have an Assistant Principal, is the head all alone. She has been principal for 10+ years at the same establishment and loves every day. She stresses to her staff the importance of student safety, student achievement, parental

Many educational facilities recognise the value of effective leadership in a scholastic environment, and subsequently adopt and endorse a range of theories as an effective means of providing additional support and influence for both staff and students, and further to work towards achieving common goals (Reeves, 2006). A comprehensive leadership program is a critical part of any educational structure, where the motivation, inspiration and influence of staff are the central focus (Reeves, 2006). It is developed with support from both the community and school administrators, with the ideals of implementing processes that will result in the educational benefits of students on many levels. Successful school leaders possess a range of personal,

When school leaders communicate effectively, and allow for collaboration students learn, parents and community members understand and support what the school is doing. In order for the process of teaching and learning to move forward or to evoke change school leaders must be effective communicators, by being articulate, and having a shared vison with their staff. School leaders have the ability to impact the school culture, and student achievement through their setting the teaching and learning conditions in their school.

Normally, the principal or school head will be recognized as the school leader, nevertheless, the school leader can be anyone in the school community who support and strengthen the goals of the school. The purpose of leadership is the improvement of instructional practice and performance, regardless of role (Elmore 2000). School leadership of the 90’s requires facilitative leadership that empowers others and values diverse discourse as a means of reaching better decision (Logan 1998). There is the tremendous stress toward the school leaders because the futures of all students depend their responsibilities to perform their abilities of leadership. Leaders can spell the difference between being good and being great (Thomas & Cheese 2005). The school leaders should know the students needs and provide them the best.

"An expanding base of knowledge from research and practice shows that educational leaders exert influence on student achievement by creating conditions conducive to each student's learning. They relentlessly develop and support teachers, effectively allocate resources, construct organizational policies and systems, and engage in other deep and meaningful work outside of the classroom that has a

According to the article, there are 4 characteristics of great principals. The first characteristic is that “Great principals take responsibility for school success”. Whether its problems with students, teachers or budget, a great principal will treat these problems as his/her own. They take responsibility of these problems and find effective means of solving them. They don’t blame others for the lack that their school is not successfully.

As Christoper Reeve (n.d.) once stated, “At first, dreams seem impossible, then improbable, and eventually…inevitable.” Helping students find a path of academic, social and emotional success that leads them to their dreams is ultimately most schools leaders’ goal. However, the traditional hierarchy form of leadership within the school structure is ever changing to meet the demands of our society and learners. Thus, the successful use of one leadership theory is arduous; there really is no right or wrong; just different perspectives.

As a leader of a school, the principal is an inspiration to those who work with them, always keeping the moral high

For the best results and success of a teacher leadership program, it is important to select teachers that are ready, willing, and able to fulfill the roles that will be required of them in their new positions. Effective teacher leaders have the energy, drive, disposition, skills, and values that other teachers will respect, support, and accept (Danielson, 2007). In the selection of teacher leaders, it is important to consider the state standards and the diverse characteristics that are needed to be a leader (Nappi, 2014). Teachers, according to the domains in the standards, need to:

In a well-researched and scholarly book, Doctors Joesph and Jo Blase accomplish two tasks: outlining how principals should apply instructional leadership skills while performing their jobs, and describing how principals should maintain positive relationships with their teachers while still effectively leading. As well published, credentialed authors in the field of educational leadership, the both of the Blases serve as credible sources on the topic. To accomplish their desired tasks, the authors divide the book into brief chapters that each explain either an attribute of instructional leadership or a method for maintaining positive principal-teacher relations. According to the authors themselves, the book’s shows “what successful instructional leaders do to enhance teaching and learning and the effects that their behaviors have on teachers’ performance and well-being” (xiii). Through the authors’ careful organization of research, use of primary sources, and use of secondary sources, the book accomplishes this goal.

School principals build a school culture of high expectations, trust, and professionalism by appreciating and supporting teacher collaboration and shared decision-making. Effective instructional leaders build strong teaching teams and help their teachers improve their classroom practice.

Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to

Exactly how these teacher leaders might be selected, or otherwise identified, and how they might begin to achieve the goals (briefly) set out above, is more difficult to establish. There are, however some broad recommendations for teacher leaders presented in related literature that sketch out a roadmap for educational leaders to guide them toward effective leadership (and describe what effective leaders should be expected to competently achieve). Teacher leaders should, for example, help to organize learning institutions in such a way as to emphasize instructional improvement and support this with a jointly developed and clearly articulated vision of quality instruction (Supovitz, Sirinides, & May, 2010). The most effective educational leaders, one can assume, would be those who are able to act judiciously and sensitively, tempering the need for progress with a genuine concern for the wellbeing of educators – taking contextual peculiarities and the unique challenges accompanying any local educational enterprise into account.

I have been fortunate enough to work in buildings that have had leaders that inspire trust and instill confidence. Some of the leaders that I have taught under have had very dynamic personalities that were almost autocratic, but because of their air of authority, people followed them fearlessly. I have also worked under leaders that were more democratic in nature and that encouraged others to become leaders and to be invested in the running of the school. In both situations, the schools were very successful and the student outcomes top-notch. Barnett Berry, founder of the Center for Teaching Quality, states that many different styles of leadership work, but he found the administrators that accept teacher leaders and share the task of creating a vibrant and successful school, leave behind a legacy of success (Berry, youtube video).