The Educational Leadership At Greenland Pines Elementary

The leaders and managers are the pillars of any educational setting on which the success and failure of the setting depend. Before discussing the leadership and

Number of studies have asserted that teaching experience of principal positively associates with his/her instructional leadership (Eberts & Stone, 1988; Glasman, 1984; Hallinger, 1983; Leithwood et al., 1990). Studies have identified personal values of principal to indirectly shape his/her attention to varying aspects of educational programs (Barth, 1980, 1990; Cuban, 1988; Glasman, 1984; Leithwood et al., 1990, 1992). “Research on effects of principal leadership on student learning draws its conceptual lineage more directly from research on school effectiveness and school improvement.” (Hallinger, Bickman and Davis,

Similar to other leadership settings, educational leadership has a reliance on individual traits such as respect, trustworthiness, and fairness. Similarly, skills are essential since they determine the effectiveness of headship. Cooperation of staff members requires leaders to have strong awareness and understanding of their complex organizational environment. Concurrently, choice of management style is essential while focusing on maximum effectiveness of educational leadership. Lastly, as postulated, educational leadership is a great influencer towards students

Hillard (2011) asserts that with the passing of the No Child Left Behind (NCLB) bill, educational leaders face more challenging leadership responsibilities than ever in the history of education. The Interstate School Leaders Licensure Consortium (ISLLC) has set stringent standards that school principals must meet before they are deemed qualified to lead instruction. This includes completing formal Educational leadership programs, the passage of an examination demonstrating their skills and knowledge, and a certification process. However, school administrators are still concerned with not having enough time to provide instructional supports to teacher. In addition, it is nearly impossible for principals to be content experts in every subject, especially in high school settings.

This paper explores numerous published articles discussing research on implications of different leadership techniques and effective school systems. Discussions of various leadership strategies and their real-world applications within school systems are implemented throughout this paper along with considerations of teacher retention and multiculturalism. Personal experience is also a key element of discussion in this paper. With all faculty and staff of school systems considered and being represented.

Leadership roles are designed to initiate change quickly in a school district. The leadership team has answer to the community and stakeholders. The challenge for closing the achievement gaps is the responsibility of everyone. We all have a moral and legal responsibility for the future of education. As leaders we have an obligation to continue to ensure that all students are equally educated. Each identity of the education should share in closing the achievement gap. Teachers should reflect on their passion to teach.

In order to make a difference in schools, we must first assess our problem areas and determine which weaknesses need support in order to ultimately boost student achievement. West Middle School suffers from a lack of innovative and research-based teaching strategies. It is not uncommon to walk up and down the halls and observe students sitting in straight rows and working on decade-old worksheets or drowning in the traditional lecture setting. This problem is compacted by our current administrator, who regularly demonstrates a Laissez-Faire leadership style. He tends to be hands off and trusts that his staff is making the best possible decisions they can for the students they serve. However, our achievement data and school culture are suffering as a result of this “status quo is dandy” approach. Administrators are becoming less managerial, and alternatively are required to take on a more significant role of instructional leaders. An instructional leader would serve West well. In order to make a real difference in my school, I need to possess teacher-leader traits that are grounded in leadership research, as I strive to inspire and direct action of my colleagues during times of change

Although the importance of leadership characteristics and actions of principals are well documented, little research identifies specific strategies principals use to influence teacher retention. Finningan (2012) conducted a qualitative study in three low performing elementary schools in Chicago that revealed the importance of leadership. The findings suggest that principal leadership is critical in low performing schools thus, instructional leadership was one of the most important areas discussed by teachers in two of the three schools. Drago-Severson (2012) conducted a qualitative study to examine how principals shape the school climate. The study expressed the importance of leadership and illuminated common practices across school types. Nearly all the principals in the study voiced the importance of appreciating and

This authors discuss the importance of a principal's leadership on the school and student achievement. They establish a link between principal leadership and student learning by discussing how leadership is second to classroom instruction and how leadership effects are largest when and where they are needed most. Principals affect leadership by shaping a vision, creating a positive climate, cultivating leadership, improving instruction, and managing people, data, and processes. Good principals can retain and hire quality teachers as well as manage their priorities and personal time to focus on the right things. Finally, the authors discuss the elements that stand in the way of effective leadership.

As Christoper Reeve (n.d.) once stated, “At first, dreams seem impossible, then improbable, and eventually…inevitable.” Helping students find a path of academic, social and emotional success that leads them to their dreams is ultimately most schools leaders’ goal. However, the traditional hierarchy form of leadership within the school structure is ever changing to meet the demands of our society and learners. Thus, the successful use of one leadership theory is arduous; there really is no right or wrong; just different perspectives.

Executive directors in schools provide leadership in the development of goals and implementation of strategic plans. They communicate to internal and external parties the school’s mission, values and core beliefs. They translate the school board’s strategic vision into operational objectives. They also serve as educational leaders through providing the effective management of

Clearly, administrators and teachers must work as a team for substantive changes in teaching and learning to occur. One theoretical construct that supports the sharing of leadership constructs among all school stakeholders is the idea of distributed leadership (Spillane, 2006).

The nature of school leadership in the post-industrial society has changed significantly, as has the definition of work itself (Mulford ). The leadership of schools in Western society has transformed from traditional structure to now being run as business organisations (Fullan, 2000; Hasley et al, 1997; Leithwood et al, 1996, Louis & Miles, 1990). Principals are expected to be able to adapt to manage the complexities of

The investigator of this study has been in the field of education for 16 years. Throughout the 16 years, she has served in several educational leadership roles, one being that of the assistant principal, and as a district central office administrator who works directly with supporting assistant principals in their roles. Throughout the 16 years, she has worked with many assistant principals, many of whom inspired this study. Most of the assistant principals she has worked with encouraged and added to her professional growth during the past 16 years. During the five years that she served as an assistant principal, this researcher was given the opportunity to participate in a leadership academy designed specifically for assistant principals. While assistant principals were many times included in leadership professional development designed for principals, the assistant superintendent of curriculum and instruction recognized a need for development for the current role of assistant principal, not just the principalship. She developed a once a month “curriculum” for the assistant principals, which focused on the tasks that assistant principals would be dealing with during the school year. It became a professional learning community for the assistant principal. Topics like organizing textbooks and keys, managing furniture needs, discipline and state testing were covered. This information was invaluable, and it was at this time that this

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.