School Leadership Roles And Responsibilities

Character traits shape the people we all are. For example, they help us face our fears through courage; they show us right from wrong through responsibility; and they show us who to believe in tough decisions through trust. Dana, the protagonist from Eric Walters’ Sketches, has a tough time learning how to show her traits. However, as a child on the streets Dana fights through many tough obstacles that enable her to become an optimistic, courageous and trusting individual.

The teaching of character strength is an endless collaboration bounded by the teachers and the parents, considering the fact that both are responsible for teaching kids appropriate character strengths. Many schools have created programs for teaching character strengths, which also do their best in involving the parents. One of the schools that have been successful in doing this is the KIPP Academy middle school. KIPP started teaching character strengths in the hopes that one day their students

Many students come to school without a solid moral and ethical foundation because it has not been a priority at home. The lack thereof must not be used as an excuse. Educators must assume the responsibility to be effective caregivers, moral models, and ethical mentors. Successful character education is an integral part of a school’s culture, most effective when the virtues are integrated into the academic curriculum (Dean, 2014).

Character Education: [Character education is important within our educational system. Leadership in schools is always looking for ways to incorporate character qualities in everything done in and out of the classroom. Whether you are planning to teach at a Christian school or public school, this is an important aspect. For 6 out of the 10 artifacts, state how you used or would use this artifact to teach or instill a character quality. Incorporate Biblical perspectives throughout this section of reflection.]

The staff can collaboratively develop expectations for behavior in the common areas of the building … restrooms, hallways, lunch room, library … which will eliminate disagreements and will reduce student anxiety. The school administrator could also promote a school climate that supports positive behavior by implementing some of the ideas from the Ryan article, such as bullying prevention and intervention, character education, and creating a caring school community (p. 137). While these ideas will not eradicate all discipline issues, they will contribute to a more peaceful learning environment for students and

In the three speeches, Theodore Roosevelt talks about what makes up the successful citizen. In these speeches Roosevelt says that character, strength, and self-control are essential to what makes up the successful citizen. He elaborates on instead of preaching what is write, he says that the successful citizen must show it in all aspects of life. In “Character & Success”, the main point is to have good character in lifetime readers are given than to have the wealth that readers have always wanted.

I think that the strength of Boston Prep’s character education program lies in the sequencing of ethics - the building upon the understanding of the five virtues every year along “with the students’ capacity for reasoning and reflection” (Seider, 2012, p.64). This strategy puts virtue always at the forefront. It is not a lesson to be learned and then forgotten at the end of the course. In this way, virtuousness is understood, by the students, as that which should always be aimed at.

Once they have constructed a list of positive traits, they will then be asked to pick one of those traits and write a paragraph or two about somebody they know that exemplifies that trait. This could be a family member, a friend, or a member of the community that they know. Whichever route they choose, the student should begin to see how a person’s character is a result of the culmination of many different character traits, and how valuable those positive traits can be. This simple activity could easily be completed within a 30 minute

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

I am still waiting for my data collection form verification, so I have not been to my observation site this week. For this blog, I will share somethings dealing with the Character Ed. seminar that we attended Wednesday. By this point, a lot of the information that was discussed at this seminar was touched on by the other two instructors. The leader luckily allowed the groups to carry discussion circles which made the session go by smoothly. The take-a-way from this seminar was the importance of adult role models embedded within effective Character Education programs, and Amy Johnson also stated this key in her seminar. Since I have completed all three seminars, I will rank the order from least favorite to favorite. Certification 1, 2, and 3.

Character education notes that there is right and wrong and students, parents and schools have the responsibility to teach students to know the difference. 3. According to charactercounts.org of October 24, 2015 the 6 pillars of character education are: Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship. P.A. As you can see in this image from oldbridgeadmin.org on October 24th each pillar has a description such as Trustworthiness as being hon est. They also each have a way for children to remember them.

A study on testing interventions by Dart et al. (2012) reported that teachers’ integrity was higher after piloting several interventions and selecting the one they considered most acceptable. The sample consisted of four teachers and four students: two dyads were from a school in the Pacific Northwest, and two were from a school in the Southeast. To be selected as a participant, teachers had to identify students in need of intervention. The teacher had to implement the prescribed intervention for three consecutive school days with less than 50 percent integrity. Teacher integrity was assessed by direct observation based on a checklist consisting of the following phases: (a) teacher intervention, (b) teacher self-monitoring, (c) teacher check-in/check-out,

Teachers increasingly find that children come to school not knowing how to behave. Yet for classroom instruction to be effective there must be a classroom environment that is conducive to learning (Parker, Nelson and Burns, 2010). Research by Algizzine, Christian, Marr, McClanahan and White (2008, cited in Parker et al., 2010) noted “some of the most frequent disciplinary referrals in elementary schools are for disruption, disrespect, and aggression in the classroom.” According to the authors’ preliminary findings, character education programs incorporated with the academic curriculum have a positive effect on student engagement and achievement.

Louis*, Dretzke and Wahlstrom (2010) studied and collected evidence around three specific school leader behaviors to determine their connection to student achievement. The three specific school leadership behaviors emerged from this research study is: instructional leadership, shared leadership and trust (p. 316). This study attempts to collect evidence to help determine the significance and impact school leaders have on student achievement. Previous research indicates that teacher instruction and classroom environments have the greatest impact on student learning, therefore, making school leaders and their decisions an interest of study. The assumption is that evidence will help support and determine that school leaders are capable of

* Aklan Valley High School is a well-respected school with a high standard of learning. There are different student stereotypes in the school, along with their respected attitudes and behavior. The school is rich with highly recommended panel of teachers because of their skill in effective teaching. A highly respected principal guides the entire school for the success of every student and serves as a mirror of a good leader.