Mountain Jensen Interview

In many instances, that answer will vary from school district to school district. In my district, the superintendent and curriculum coordinator will pass on their expectations and goals regarding any particular curriculum to each individual principal. During this process, the principal will also have the opportunity to share their goals and expectations for their respective schools. If either the school or district have more than one curriculum in which they’re looking at, the principals will then take those recommendations to their respective schools. There they’ll seek collaboration from the school’s leadership team to determine possibilities and implementation strategies. However, if there is just one curriculum which they’re interested in, the superintendent may choose to skip the last step, as long as everyone is in agreeance. Once all parties are satisfied, the superintendent, along with the curriculum coordinator will then take their recommendations to the school board for approval. With regards to public schools, this type of process seems to be the norm. In a study conducted by the National Center for Education Statistics, which asked principals who they believed had the most influence in curriculum decisions, they reported that, “about half of these principals also reported themselves, teachers, and school boards to have ‘a great deal’ of influence.” (para.

Ralph Tyler (1957) describes curriculum as “. . . all the learning experiences planned and directed by the school to attain its educational goals (Glatthorn, 2011, p.3). Going by this definition, one can regard curricula as encompassing what is taught in the classroom, as well as

After the decision of integrating the schools was final, principal Jones used his leadership skills for the process of communication. He used a multiplicity of methods to inform, the students and their parents, about the process and options that they had to enrolled in a new learning community. Furthermore, he created task forces to

Curriculum is so much more than the paper copy of lessons and activities that we receive as teachers, but before this course I never really thought of curriculum as

In being promoted to State Street Elementary Head Building Principal in 2016, Mr. Jacob Sholtis, a white male, has already demonstrated his ability to successfully lead a large suburban school building. At the age of 35, he is the youngest head building principal in the school district by around ten years. Moreover, he is a graduate of the neighboring school district Hanover Area. For this reason, he is a native of the Wyoming Valley community with an extensive background of the area.

Prior to coming to Hoke County, Dr. Williamson had already served in a plethora of diverse roles in his educational career (e.g., teacher, assistant principal, vocational-educational director, principal, director of secondary and middle school education, director of personnel, associate superintendent, and a boys and girls basketball coach), therefore becoming a superintendent was inevitable; the school board knew he could advance the Hoke County’s School System, however the “key” was: he was a willing vessel.

Walker-Davidson announced, “I am thrilled to serve the district and the community in this new capacity. For the past four years I have served as the ABC district middle school principal and I feel that has provided me with a great foundation for moving forward. I am excited to work with the administrative team and staff in order to continue the academic growth within our school district. It is my personal goal to increase the graduation rate, test scores, and the availability of career readiness programs, as well as obtaining and training expert staff members.” Dr. Walker-Davidson went on to explain her mission for the school district to be: success driven, education focused, and student centered. I plan on carrying out this mission with expert educators, dedicated staff members, and community involvement.”

The teacher I interviewed for this project was a fifth-grade teacher, Mr. Keith Wolkovitz. This teacher has been teaching at East Rock Community Magnet School for his entire career of eleven years. East Rock Community Magnet School is a Title I school in the New Haven School District. The school has a very diverse population and over 90% of the students qualify for the free-reduced lunch program. As a Title I school, the school is also mandated by the state to implement certain remedial interventions to improve students’ academic scores.

In today’s presentation, Deputy Superintendent shared examples of changes at Waipahu High School to prepare the students for college, career, and citizenship. First, there was an Elephant problem. To improve student learning, there was a sense of urgency to change the systemic stereotypical image of Waipahu students and school. As a principal, he created common experiences for the faculty to affect their values and beliefs to change their perception of the students. Together, the faculty answered the questions “What do we believe and value and what do we believe about our students, our community, and ourselves?” The discussion engaged and motivated the teachers’ emotions of their moral purpose as educators. The discussion, reflection, and collaboration also built a positive, trusting relationship with each other and set high expectation for all the students. Also, throughout the transformation, the school

David Kane is an African-American young gentleman, who has been latterly awarded the position of a principal at the Thurgood Marshall High School, Illinois. The school is two years old and divided into four “house”, each comprised of 300 students, 18 faculty members and a housemaster. Dr. Louis Parker had been the school’s first principal and had an impressive background, but he reassigned in disillusionment and many described him as a “broken man” .

Rancho Solano Preparatory School (RSPS) was founded in 1954 and for decades was highly praised by parents as being family-oriented and community-centered. In 2007, the school was sold to Meritas Family of Schools and within the subsequent seven years changed its strategy to one with international interests. Other changes in the school were not so positive and included an increased lack of transparency with parents and teachers, which resulted in a gradual disconnect with the community leading to anger and distrust on the part of parents. To address these issues, this paper will identify the three major organizational subsystems and recommend changes to the subsystem most in need of change. In addition, this paper will provide

This paper discusses and analyzes the culture of Palmetto Elementary School (PES), where I have taught for the past two years. This paper characterizes the professional climate of PES, as well as examines Dr. Angela Murphy-Osborne (Dr. O)’s leadership style and how it affects her openness to the community. Thus, resulting in its connection to student achievement. This paper reveals my opinion of PES by the use of six adjectives that best describes the school, a song title that portrays our mindset as a whole and an animal that symbolizes PES as an entity. Furthermore this paper includes Kowalski’s (2011) thoughts on School Public Relations in relation to PES and Dr. O.

Costs related to instruction, including salaries, curricular tools, and supplies are the largest expenditures. Other expenditures include funds needed to run the office, principal and dean salaries, teacher’s professional development, intervention, and student services such as speech. A surprisingly high expenditure is the cost of intervention. With about half of the students in the school receiving intervention using the new intervention program this year, the cost of materials, training, and salaries was larger this year than it is in other schools in the company.

Welcome to the 2017-2018 school year here at Washington High School. I’m Mr. Brian Austin and I’m thrilled to be here with you this year. I appreciate the opportunity that Dr. North has given me to lead your school. A little information about myself, I’m coming to you from Mt. Lebanon Senior High School where I was the assistant principal for the last year. Before that I taught in the district for 4 years at the elementary level. Before arriving at Mt. Lebanon, I spent several years teaching at Cornell Elementary School in Coraopolis, PA. I did my graduate program at Point Park University and my undergrad at Indiana University of Pennsylvania. I’ve lived my whole life in the Pittsburgh area and currently reside in Forest Hills with my wife Michaelia, and our daughter Gwen.

The principal’s role in developing positive community relations sets the tone for communication patterns, partnership formation and/or alienation (Fiore, 2013). There are many tasks that the principal has that is important to school and community relations. Some of those are being a good listener, diplomatic and tactful and all situations. They also have to promote the open door policy to be free to communicate with students, parents, and their staff. They also have to inform the superintendent and community about good and bad things that are