Shared Vision Case Study

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

As an emerging instructional leader, Part 2: Policies and Programs provides a framework for improving schools. Danielson states how difficult it is to accomplish institutional change (Danielson, 32); however by giving careful consideration to school organization, policies and practices affecting students and faculty and school and community relations improvement is

As a leader I envision my school as one where students and teachers come to a place they enjoy entering each day. All share the focus of the school, the belief that all students can become high achievers. Staff is centered on student achievement; no matter what academic level that all students face coming into the classroom. All staff will understand that all children are teachable, even those with learning issues.

What is it that enables a trajectory-changing education? At Building Excellent Schools, the answer is rooted in sound and relentless execution on all the core fundamentals of running a school, i.e. the academic program, school culture, and operations. At Educate78, the answer is rooted in designing a school experience for students that is authentic to a particular community and also allows for deeper learning. As a lead petitioner in the process of founding a school – and a fellow of each of these organizations – I have been fortunate enough to observe and learn from both viewpoints. I have come to an understanding that both are true and not mutually exclusive. My goal is to soundly integrate the best aspects of both models

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

Maybe the following scenario sounds familiar. Christ Lutheran Church saw significant growth in the late 1970’s. The older members remember those glory days and often dream of recapturing that glory. It was the time in their congregations history that every single program and event seemed to work. Whether is was the Ladies' Aid sewing circle or the men's work day. They were never at a loss for volunteers and the building was abuzz with activity. Now things are different. The Ladies sewing circle is down to a faithful few and younger women are too occupied with work, their careers and trying to keep up with busy sports schedules to have time to sew. You schedule a work day and only Hank and Fred who are in their late 70's show up with their

3. As a principal how do you collaboratively involve the school community in creating and sustaining shared school values, vision, mission and goals?

Leithwood and Jantzi argue the ability to articulate a clear vision is an essential attribute for school leaders (2008, p. 507). Goal setting is a powerful motivator for change and when leaders are able to clearly communicate inspiration vision to those they lead, it is possible to harness this motivation to bring about school improvement in student learning (Leithwood & Jantzi, 2008, p.507). Clearly defined goals encourage school community to contribute to common goals and also streamlines decision making as only options that align with the vision need to be considered (Hallinger, 2010, p.129).

I enjoyed reading your post, and I think it’s wonderful that your school exhibits a strong sense of learning communities.

My vision is to be an instructional leader who shares knowledge while guiding others to strive for greatness. I will dedicate the necessary energy to build a school culture where everyone is supported and respected. It is my goal to be the kind of leader that helps build a strong school community that promotes student learning. It is important that I am an active leader that sets examples, but also pays attention to the need of the staff. I will collaborate with others and combine our strengths to promote high achievement.

In light of accountability requirements, fear of not meeting AYP (Annual Yearly Progress), and required school improvement plans, often the idea of “school improvement” is considered a negative attribute. Obviously schools do not want to be singled out or identified as in need of improvement. Teachers often take the same view towards the idea of improvement. We as teachers take very personal that concept of improvement; we often parallel the need for improvement to failure. However my belief is that effective schools are always in a school improvement process and effective teachers too also are constantly adapting their practice in a culture of continuous improvement and growth. Therefore it is important as an effective leader to build a community of trust and collaboration. I quote “We are all in this together. Once we know that we are, we’re all stars and we see that we’re all in this together.” (Disney High School Musical, 2006) These lyrics from a popular Disney movie put to light exactly the school culture where the goal is not personal but as a community to use data driven and research based approaches in reflection and growth that assist all stakeholders.

“While many school leaders focus on improvement, sustaining such improvement is their main challenge (Muijs et al., 2004).” According to standard ten of the Professional Standards for Educational Leaders (2015), school leaders are to seek continuous improvement for students, families, staff, and the community. School leaders must use the data from previous years and the current year to determine specific areas of improvement that are needed to sustain or exceed previous success rates for all stakeholders. “A school may be seen as effective today but fail to move to the next level. This is because sustainability is a continuous process (Crowther, 2011), and not a once-off event.” Administrators must also engage themselves and

I want my school to be a place where everyone feels confident and safe when they enter the building. I have high expectations for all students, and I encourage my staff to challenge students academically. We need to prepare students with 21st- century skills and utilize the different tools in technology. We are a team, and family at

With the open mind from our faculty and staff along with the help and cooperation of our parents this plan will foster growth and change that will enable our school to better serve our community as a whole.

This school has the potential makings of wonderful learning institution. Hypothetically, if I were to create an effective learning community, it must entail a few critical characteristics. First, I would insist that the faculty, staff and myself share in the vision of the school. I want everyone to feel comfortable in identifying and resolving problems that manifest during the education process. Our vision will be in support of a rigorous student learning platform, and the teachers will be expected to guide their work and decision-making in support of this program. In return, I