Principal Leadership And Practices In Gifted Education

This past school year I have been social chair of Nursing Students Without Borders. I have organized, implemented and hosted social events throughout the Fall of 2016 and the Spring of 2017. This past year the leadership of NSWB has worked to make NSWB community focused which is why the position I held was added this past year. I have been able to mentor a pre-nursing student through NSWB. I was able to answer the questions honestly from a pre-nursing student and provide support during the application process. I have been able to participate in leadership meetings and have learned how to plan well and how to improve event planning.

Review the document (attached) from the National Association of Secondary School Principals (NASSP) 10 Skills for Successful School Leaders. These skills apply to any school leadership position. As you pursue this department chair position, select (2) skills that are areas of strength. Select (1) skill that is an area of growth. For the interview, be prepared to talk about and answer questions regarding your strength and growth areas when considering this leadership role and how those have manifested in your leadership development.

Chapter fifteen of Multicultural Education is divided into three major sections. These three sections include recruitment and barriers, recruitment recommendations, and retention issues/difficulties. A large part of this chapter focuses on the underrepresentation of culturally diverse students in gifted and advance placement programs. When taking a look at gifted education programs, there is an extreme underrepresentation of African Americans, Hispanic Americans, and Native Americans in these programs. Gifted education programs are a need not just a privilege and should not be used as a simple form of segregation between races or cultures.

To obtain a position as a Primary School Teacher that will challenge and extend my professional knowledge, skills, practice and engagement.

educational leadership." Journal of School Leadership 23.4 (2013): 664+. Academic OneFile. Web. 16 Dec. 2015.

Numerous people in today’s society believe that a principal’s only occupation is to “be in charge" of the school where he/she is employed. In reality, the principal of a school is considered to be the “leader of the pack”. “Leadership, as moral action, is a struggle to do the right thing according to a sense of values and what it means to be a human being” (Sergiovanni, T.J. 2005). The leadership that a principal provides should demonstrate that he/she cares about the staff/students, that he/she learns daily from their accomplishments/failures, that he/she is willing to take risks that could lead to school improvement, and that he/she is a trustworthy person. Based on past experiences, the previous discussion, and the review of literature,

This also serves as very important because the leadership ability is part of the definition as how you can be identified as gifted. Many students

A strategic school use the resources available to support instruction. Standard 10 of the Florida Principal Leadership Standards (2011) describes one of the qualities that a leader must have as, “demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community” (Florida Department of Education). During the strategic resource exploration conducted within my work site, I have identified few strategies used in a typical school and others used in a strategic school.

Grant reveals the significance of having the element of knowing how to succeed in school has helped provide her with the skills to become school principals. School leaders need to be able to possess the skills and attributes that help them successfully navigate the school environment. Moreover, Dr. Grant openly and clearly shares with me it was in response to the negative experiences in college, “I was always able to see, oh is that what I have to do to play? Oh, okay, I can do that. Do I have to talk a certain way? Okay. I’ll play—I’ll play.” Indeed, Dr. Grant recognizes college provided her “the proving ground where I got it—I got it. By the time I left . . . I thoroughly got it.” Dr. Grant reveals, then, the skills needed to navigate the institution of schooling are acquired through the experiences in

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).

Effective school leaders are required to have effective communication skills. School leaders must be able to communicate effectively to parents and community members. Having the ability to get everyone involved in school functions is what makes a leader effective.

Doctors Joseph and Jo Blase, a husband and wife duo who both teach educational leadership at the University of Georgia, author Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning; thereby, adding to an already expansive collection of scholarly articles coauthored by them on the subject of educational leadership. In this book, the Blases accomplish two tasks: outlining how principals should apply instructional leadership skills while performing their job, and how principals should maintain positive relationships with their teachers while still effectively leading. To accomplish these tasks, the authors divide up the book into brief chapters that each deal with either an attribute of instructional leadership or a method for maintaining positive principal-teacher relations. As the authors themselves state, the book effectively examines “what successful instructional leaders do to enhance teaching and learning and the effects that their behaviors have on teacher’s performance and well-being” (xiii).

Although the history of humanity saw a huge amount of really great leaders who changed the world to a better place, there were some bad leaders who caused big disaster for the universe too and they still exist. We see these leaders everywhere. Presidents, team captains, religious leaders, CEOs, etc. Basically, leaders are the ones who lead others. Actually, when we look at these leaders characters , we can easily see 'most of them ' have gifted people characteristics. Because leadership is one of the most important characteristics of giftedness. At this point, we can say gifted students are the possible future leaders. Frankly, it is one of the main reasons that influence me to study gifted education. If the educators know how to develop their leadership feature, and if they teach these children how to be a good leader, it means we will see a better world in the future. Creating great leaders of the future for more livable environments for everyone, this idea is my imagined as an educator.

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

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.