The Effective District School Leader Is Visionary, Culturally Competent, And Promotes The Success For All Students

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

The second quality of an effective leader is to have a vision. The vision should also include the schools missions, purpose and goals. The principal should be progressive and constantly looking for ways to keep the staff and students motivated to work towards a common goal. As an effective leader you must continuously promote the vision. This could be done with a school created slogan that fits the community. Most people want to belong and feel a part of something successful or on the path to greatness. It is a wonderful feeling to be a member of a successful school community where people really

ELCC 4.2 states the importance of community relations in order to reach the different cultures of the school. The community offers many resources that can be over looked by schools. In order to meet this standard was the school crisis plan evaluation. Within this activity I had to create a task force team made up of school and community members. The task force team looked at

For this experience, I chose to visit an elementary school and its feeder middle school. I chose this because students leave this elementary school with a high rate of student achievement, yet in middle school the scores plummet. I wanted to investigate how this gap could be minimized. Comparing philosophies, expectations and leadership styles for schools within the same community was also a goal.

Busch Middle School of Character had a wonderful sense of community, each student, instructor, and family, made sure they were doing their part. I believe it’s important for educators to understand the needs of the families and community of their students because the more resources the better. When schools actively involve parents

Good leader needs to be able to identify teacher capabilities, and in what capacity they best fit in the school to reach the organization 's goals and provide resources to help teachers, and grow their capacity to become effective. According to Mantz, the tricky part is putting enough pressure on them for continual growth in meeting the vision of the school, progressing quickly, but not to the point where teachers become overloaded, and want to quit. Two years ago, the district had five teachers resign mid year. Teachers need to be pushed to meet the desired results, but there must be a balance, or they leave. Increased professional development after classroom observations has helped teachers strengthen capabilities through evaluations. Teachers make goals, then, are provided formative feedback early in their teaching experiences, which builds capacity, and provides more flexibility in the master schedule.

Servant leadership is key- Educational leaders must have the interests of the children as their main concern. Hall’s use of fear to achieve results created a bigger problem within the school district rather than solving it. Listening to teachers’ difficulties and working directly with those inside individual schools will help leaders identify and solve problems, as Errol and Castarphen have done and will continue doing.

As we embark in building our learning communities within our schools, we pose another challenge. Which can be described as lacking in collaboration with our migrant families and community. Standard 4 states that a school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources (ISLLC, 2008). Parent participation is almost non-existent within our program. We have four Migrant Parent Advisory Council (MPAC) meetings per year. During our MPAC meetings parent participation is very limited. For the last two years we have tried to assign an advisory board, which would consist of a president, vice-president, secretary, and treasure. To this date, we have not been able to establish the advisory group. To address this issue, next year the migrant program will be hosting student activities for parents to attend. Activities will range from math night, movie nights, special recognition awards ceremony, Christmas musicals, even free dinners once in a while. Included in the action plan, we will schedule community members to be

Due to a diverse population of students, the school/family relationship can become difficulty to handle due to language barriers. Trying to communicate with a family member is challenging; not knowing if they have understood what they have been told. The quality of the relationship between school and community is positive. Support of the community is valued by the school for the success of the students. the connectedness to the school from the students is strong. The school exhibited connectedness among the students by awarding them for going through a week with positive attitudes. That being that the week passed without student conflicts and less

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,

All three articles stated that the impact of the community has a positive influence on the school and the academic achievement of the students. “Because of these multiple influences, schools need to attend to school, family, and community context and develop programs and practices that enable parents and community partners to help students reach school goals for high achievement and school success.” (Epstein, 1997) Article 1.1 focuses on the overlapping components of partnership which include, school, family, and community. Article 1.2 focuses mainly on the school and the community. Article 1.3 focuses on strong parental involvement. Although all three articles had a different focus, it is very clear that it takes collaboration amongst the school, the family, and the community to promote a positive environment for students be successful

(Bredekamp, 2009). I will show the parent that we can be in harmony in the program and with the family’s values. I need to take away the feeling that I am right and they are wrong and I need to see that neither one of us are right or wrong. I need to see that we are learning and trying to help their child to grow, learn and develop. (Bredekamp, 2009). The role of our local community is to provide a physical, emotional, and cognitive environment that helps in the development and learning of the child. We with community will build a foundation that is consistent, positive, and caring relationships with adults and children. (Bredekamp, 2009). We will build that relationship with teachers and children and families and teachers. We as community it is our responsibility to contribute to the well-being and learning of the child. I will get the child involved in the community and their families because it helps them to learn about themselves and the world around them. The community involved in my school helps children respect and be able to acknowledge their differences. I as a teacher will develop responsibility and help with self-regulation with the

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

In order for the principal to develop positive relationships within the community the school needs to demonstrate, and promote the contributions provided. The school needs to adopt an “our children” attitude with the community to share in the benefits for students (Epstein, 2009).

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