The Role Of School Leadership Models On The Classroom Context

I believe the school endeavours to provide as much variety of opportunity as possible to allow each child to find something they are good at. The mission and aims show that the school recognises the diverse nature of its children and families, and their individual faiths, cultures and abilities and encourages its

A school community is empowered by its leadership team to excel by the way the leadership team interacts with every person it comes in contact with. Every single interaction becomes like cells in the body, swimming towards the heart of the school and its singular purpose: Children. People, singular or in groups, can be as dynamic as the many system of the body, each with its own primary function but also each with its true purpose in sustaining equilibrium.

We had a memorable school visit, where we get great chance to know detailed information about everything thing, like leadership, teachers, community involvement. On the very first day we were accompanied by principal and different teachers. They had meeting with teachers of other schools about the students coming in next session from primary school to Kuokkala School. They discuss every individual student, family issues, their nature of study, problems they had or have and solutions in order to give awareness to the teachers in advance. During conversation with principal they repeatedly told us about unity of trust. First parents have firmly trust on teachers, teachers trust each other’s and they collaboratively solve problems because they are professionals. Principal also trust on teachers because he himself have been teacher before. Collaboration, mutual responsibility is very common where every person thinks his/her responsibility and fulfills it.

... the success record in education is still. not encouraging; in fact, the way most

This public school sees education as a collective activity; where educators recognize students’ knowledge and challenge their perceptions. In order to do so, teacher should be able to teach with social justice, and provide a safe environment that allows students to read the world. The aim is to enhance the cognitive skills of students through material that reflect current events in society to make scholars gain a critical perspective about their surroundings. Giving the manner in which educational content is going to be address, the school will have 6th to 12th grade (middle school and high

Under-achieving, or "coasting" schools are to be targeted for improvement (of their exam results), if they have fallen below the expected level for three years. This will involve schools having to undergo assistance from education professionals (Department for Education, 2015) , and undoubtedly having to face increasing pressure from the government. Those who will be most affected by the measure however, are of course students. They will in turn be required to study and work harder than ever, as well as perform well in their examinations, in order to improve the overall results by which their school is judged. Yet as Elwood (2012) states, 'what tends to be of less centre stage [in this research] is a focus on students' perspectives and the impact of such policy proliferation on their experiences and outcomes' (Elwood 2012:2). The impacts of testing- the imposed stress and pressure placed upon students to do well in their assessments, is of utmost importance. Although the effects of persistent testing may not always be seen openly, it does leave many concerning issues to be addressed, such as students being fearful of academic

Based upon my observations at P.S. 161 and the teacher interview, the school provides students with an inclusive setting, but it needs some restructuring. At P.S. 161, there is a sense of community both outside and inside the building. Parents speak each other and they also speak to teachers. Based upon my observations they are good relationships. Teacher interactions enhances a student’s experience because when there are good relationships present then there is also trust and mutual respect which are vital when it comes to education. The school staff also plays a vital role in creating conditions that are important to the relationship between the home and the school. The home and school partnership is further supported by the level of communication that the school provides parents. Not to mention the efforts of each individual teacher makes to keep parents informed and in the loop. However, I have also noticed that school/home relationship at this school does not communicate with some parents at the level that they communicate with other parents almost as if excluding parents of who are not fluent in the English language. While the security guard and the administration model positive interactions with parents and caregivers, some school personnel including those that are present for drop off and that work in the front office can benefit from a staff meeting in which this is one of the topics. When parents feel welcomed and valued then their participation and involvement

Effectual school leadership without impactful communication is impossible. Yet communication is focal to school leadership efficacy as it is something all leaders must do and always do to be accomplished. It performed as a powerful weapon of authority especially when workers need inspiration to buy into the leader’s developmental plans. For example, you may birth a vision alone but would need your team’s endorsement to structure, initiate and accomplish it. You would need to share the vision, such that the employees seizes it, establish a zeal for it and decides to be devoted to its actualization.

These two values of the boarding school indeed does provide several benefits in preparing students for post-secondary. Tradition and discipline allows the student to be dedicated to their studies in various discipline, as the teachers enforces them to complete their workload or face the consequence of possibly failing the course. This is imperative for post-secondary preparation as students are able to be versatile in multiple skillset,

The leadership style of a school administrator influences the school environment, which in turn impacts the school’s outcome. It is imperative that schools have leaders that encourage, promote, and create a collaborative environment. In reflecting on my leadership style, I am a “Facilitative Leader.” I am not only a leader, but also a coach. As a coach, I listen to questions/challenges, and share my perspective. I ensure that I listen fully in order to successfully help problem solve. As a leader, when making a decision, I make conscious choices about how much to involve others after weighing several factors. Some of these factors include how much stake-holder buy in is needed, how much time is available, and the importance of the decision. It is important to ensure that I encourage group members to participate, however, must be ready to make the final decision if needed. As a Facilitative Leader, my goal is to empower people to work together to achieve a common goal. I want the members of my group to be engaged in the process, be motivated, and have the opportunity to be creative. Each member of a group is important, and brings something valuable to the team. As a leader I ensure that my groups have a vision, goals, and the resources for obtaining those goals.

In their text, Liberman and Miller (2004) addressed the constructs of teacher leadership in three themes from prior research: individual teacher leader roles and organizational realities, learning in practice, and teacher leadership and reshaping school culture. Some of the research studies corresponded with many of my experiences as an emerging music teacher and leader at a tough school placement. In the cultivation of teacher leadership roles, it is important that a teacher is able to build trust and rapport among administration and fellow colleagues, making organizational diagnosis, using using resources effectively, and ultimately have support to alter school culture for the better and to help establish teacher identity (Miles, Saxl, & Liberman, 1988; Smylie & Denny, 1990; Wasley, 1991). In my first two years, I felt very confident in my abilities to develop my skills by way of the veteran teachers at my school who led by example through classroom management skills and showing me better ways to make my lessons more relevant to my students. I remember my mentor teacher pulling me aside and stating that I must expose my students to music that wasn 't always written by dead people; start with what they know and go from there! When I started making such changes in my instructional approaches, it helped establish connections and collaborations with my fellow teachers and invested students; thus influencing aspects of my leadership style. Much of which echoed Miller and

Most educational systems prefer stability versus change. Mainly because the more foreseeable and repetitive activities are, the more efficiently the school will run. However, there has become a growing need to stay connected not only to our students, but to parents

In a market driven educational arena, schools that are competing for students are often open to performance inspection. Consider the following information available to

Usage of test scores to gauge the competency of schools contributes more negatively towards the learning of students. This is due to this method preventing effective learning of the students. The test scores only seek to glorify and exalt the best schools that have attained excellent scores while decimate the morale of the underperforming schools. The tests apart from encouraging the students to memorialize even the simplest skills and facts, it applies the carrot and stick methodology of ensuring the students at the end obtain better scores. At other particular instances, the real application of the scores of tests demonstrates no particular validation of the approach towards teaching effectively. Instead the method erroneously keeps students and teachers answerable to the performance of the school; this is a limited perspective that is only interested in figures of the test for a particular school (Wiggins, 2013). It is even sadder that the extended honoring of these test results of schools dissuades other partners involved in

The overall running, control, tone maintenance, the general development of school education and all-round standards in secondary schools is the ultimate responsibility of the principals. They are particularly charged with the responsibility of fostering the right atmosphere for child growth and development (Calestine, 2002). Principals must constantly be in touch with all school activities, whether academic or co-curricular although they may delegate some of their many responsibilities to other members of staff (Republic of Kenya, 1979).