School Leaders Are More Effective Essay

The importance of effective leadership and its impact on improving student achievement are evident in today’s schools (Leithwood, Louis, Anderson, and Wahlstrom, 2004). While the school principal is traditionally thought to be the school leader, Glickman (1989) proposes that “the principal of successful schools is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others” (p. 8). Lumpkin, Claxton, and Wilson (2014) contend that helping “each school fulfill its mission and energize and expand the professionalism and professional contributions of teachers, the expertise of all teachers, especially teacher leaders, is needed” (p. 59). Teachers directly impact student learning, and

As one leads with integrity, fairness and in an ethical manner, they lead by modeling those values and beliefs that belong in an educational setting. They show concern and care personally for the students, staff and communities learning, behaviors, and lives. Leaders promote a culture of openness and trust. They model appropriate behavior and skills to improve learning and engage others to share in this process through collaboration.

Aside from the administrative duties, educational leadership involves soliciting the cooperation and working with teachers to improve the pedagogic processes in their schools. Furthermore, this will require team effort from all the stakeholders to achieve these goals and adherences to the school’s mission and vision.

A. Role of Instructional Leader: According to Holt, the instructional leader is a huge component as a leader in the school because you have to understand the curriculum, how to help teachers implement the curriculum, and be hands on with your teachers to be effective. Some principals are held back simply because they lack the understanding of the curriculum,

Effective leadership has been identified as a critical component for guiding school improvement; however, leaders who fail to establish a vision supported by thorough analysis of student performance data will be unlikely to focus instructional changes in critically needed areas.

Research tells us that the school leader are the second most important factor contributing to the success of scholars. While we know that that school leaders may not have a direct impact on students, they do however have a direct impact on teachers. As a teacher, I know how meaningful and empowering it is to have a school leader who supports you. As a leader it would be my goal to invest in my teachers and ensure that they feel equipped to put their best foot forward each and every day. Whether it is trough professional development, weekly observations and check-ins, or various interactions throughout the school day, it would be my goal to help develop and grow the skill of my teachers, so they can then do the same for our students. Schools are only as strong as their teachers. When teachers feel valued and appreciated, like in other professions, they stay in the career longer. More experienced teachers, lead to better results for students. Investing in teachers would be a top priority of mine as a school

The role of instructional leader at Napavine Jr. Sr. High School is one of shared respect. The administrators’ role is that of manager. He oversees the operation of the building, the curriculum selection, staff’s adherence to state and federal mandates, student behavior and staff behavior. The principal expects teachers to teach the curricula selected by teachers and to adhere to the general attendance and behavior expectations set forth by our mission statement. His role is to guide staff and students to meet these expectations. Jason keeps apprised as to when each department is allowed to adopt new curriculum and then gives that department time during the school year to meet and plan for the adoption. He participates in curriculum meetings, but ultimately allows teachers to select what is best for their department. He guides staff by reminding them of federal and state mandates and the district budget.

1- Clear and shared mission and vision: define clear and vital mission and vision are the initial step for starting a school. Moreover, most schools have a mission statement for twenty years or more. The vision leads the school to set their goal and the goal will be measured outcomes in increasing student achievement. The goal most be created in measurable format. For example, specific, achievable, reviewable

Above all else, I view leadership within the school system as essential for its success. My cumulative experiences provide a strong background that will allow me to excel as a school leader. I possess an understanding of the challenges and intricacies of a wide variety of school systems, ranging from small rural programs to inner-city and sub-urban high schools to research universities. My experience teaching at the college level gives me a unique perspective that will allow me to guide a program aimed at cultivating high school students capable of excelling in their educational endeavors. In addition, I believe that to be a truly successful leader, one must have a clear understanding of the challenges faced by educators. My years as a high school teacher have provided me a keen perspective in this regard. University of Northern Colorado’s Doctor of Education in Educational Leadership and Policy Studies Program will be an invaluable avenue for me to learn from experienced educators as I hone my leadership abilities with the goal of using my life to lead improvements in the public education system. I look forward to the opportunity to develop as an educator,

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

The effective district school leader is visionary, culturally competent, and promotes the success for all students utilizing all available resources within the community.

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

I think and every successful teacher will agree with me that promoting the success of every student is the main value of any educational professional and it is very important for a leader to demonstrate these traits. What is leadership? Some people think that it is good to be a boss and it is easy to rule any organization. Leadership is more than just to rule any organization. It is the development of a practice around a mission or vision and an ability to inspire others to do the same. There are three sets of practices make up this basic core of successful leadership practices: setting directions, developing people and redesigning the organization. Foster (1989) says, “Leadership differs from conventional administration in much the same way that education differs from training (p.10).” This speaks to results- to the why of teaching. And the value of a leader can be determined by their results. If their aim is high-quality education (an admittedly vague term), academic success, and well-being of each student then this is the standard by which they should be judged. Burns admonishes that “power and leadership are measured by the degree of

We must identify our purpose (to prepare all students…) and we must make sure everyone, not only has the same playbook, but is turned to the same page. This is accomplished by aligning the organizational structure to the shared vision of the system. By having continuity throughout the system, student transition between grades and schools is much smoother. Likewise, teachers must embrace the organizational vision that all students can and will learn and must strive to help every student reach his or her fullest potential. This is the attitude that effective teachers bring to class every day. Embracing high expectations is an offshoot of commitment and caring for individual

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