Newport High School Leadership Analysis

The second quality of an effective leader is to have a vision. The vision should also include the schools missions, purpose and goals. The principal should be progressive and constantly looking for ways to keep the staff and students motivated to work towards a common goal. As an effective leader you must continuously promote the vision. This could be done with a school created slogan that fits the community. Most people want to belong and feel a part of something successful or on the path to greatness. It is a wonderful feeling to be a member of a successful school community where people really

Working in schools for over 20 years, Ms. Morris has gathered a great deal of experience working with students. She has taught in parts of Tennessee, Florida, and Waterloo, Iowa, and has worked with hundreds of students there. What brought Ms. Morris to East High School was the enormous amount of school spirit students had. After attending a school game and experiencing the pride students had for their school first hand, Ms. Morris knew that East High was where she wanted to be. Surrounded by students who were so drenched in their school, she felt stronger desire to get a chance to work with East High Scarlets and fell in love quite quickly.

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”

Despite this, the school has garnered attention from other districts looking to improve schools, and there are promising developments. The school has moved from “Academic Emergency” to “Continuous Improvement” status, and more neighborhood children received high school diplomas in 3 years than in the last 85 years total (Cincinnati Public Schools, n.d.). Oyler’s commitment to overall health of the students can serve as a model for other school

According to the author in the introduction of the book, this work was basically intended to serve as a guide for developing moral leadership in schools geared toward superintendents, supervisors, principals, and any other persons at the upper levels of school management. The author's design was to provoke thoughts and raise questions in the minds of these people to help them analyze the leadership processes in their schools and help them make adjustments to the leadership process that will in the end reduce the need for "direct" leadership in favor of "moral" leadership. He

Leadership is a very difficult yet gratifying role to play in Garden City high school. Throughout the school day I feel I put in a surplus of effort in everything I do from homework to being kind, but a lot of the time I feel I am not noticed and that is what I think is the biggest challenge of being a leader; not being noticed but still going on in what you do, also whenever things go wrong the leader is the first to be blamed. So if your wanting to be a leader you're gonna have to be tough and confident.

Since the beginning of the school year, Krystal has been attending Aspire Learning Center every weekday for three and a half hours every day. Krystal’s grade level may be proficient in some areas at school, but that is not the case in all subjects. Her mother hopes that she is able to excel academically, thus, she signed her up to receive extra help in her studies. Being well the well-behaved student she is, Krystal often does what she is asked to do, without any complaints. At Aspire Learning Center, we hope to help Krystal succeed and thrive at school, as it is clearly revealed with Krystal’s improvement and dedication. She often gets carried away while reading books, being that it is something that she enjoys doing. We assist her with homework,

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

Currently, I am not an employee of any learning organization, school district or educational system. However, I am involved and Chair the School Advisory Council (SAC) of Greenland Pines Elementary. This opportunity granted me a unique opportunity to observe the management of two different principals with their individual leadership styles. Furthermore, I contrasted my business practices from my own company and military service to coincide with this case study. The purpose of this paper is a comprehensive written outlining the processes presented by the educational leadership at Greenland Pines Elementary. With this in mind, we need to understand the concept of educational leadership.

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

The principal of the school is considered a figurehead. They have many responsibilities that involve all stakeholders in the district. Not only do principals have to understand the school, community, and students, they must relate well to the teachers and staff to be successful. Principals as leaders, have to be able to communicate effectively and openly to create a collaborative environment which is the single most important factor in creating school improvement. (Halawah, 2004, pg. 335). Glickman, Gordon, & Ross-Gordon (2004), state “The supervisor who knows about characteristics of successful schools, the norms that mediate against success, and the ways teacher development contrasts with optimal adult development can begin to formulate

During my time in high school, I’ve had an abundance of opportunities to embellish my leadership skills. A week or two before the first day of senior year, I served as a senior leader at Piedmont High School’s annual Freshmen Camp. The purpose of this camp is to familiarize the upcoming freshmen with the school, and also to welcome them to the family. As a senior leader, I gave my group of freshmen a tour of the school, played a variety of games so we could get comfortable with each other, and shared personal experience from my time in high school.

Working with several principals of my seventeen years in the classroom have given me a perspective on effective practices of principalship. Now that I am out of the classroom and work directly with dozens principals, I hope to get a very close look and improved understanding of the principal's role in a school. In my role as a project facilitator I have already experienced firsthand how educational leader sets its priorities for their school . Combining this work assignment with CSUN's administrative credential program will provide excellent preparation.

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

Every day, principals juggle their various roles being administrator, business manager, school safety expert, disciplinarian; furthermore, in order to meet what one noted educational researcher refers to as “…the often conflicting needs and interests of many stakeholders, including students, parents, teachers, district office officials, unions, state and federal