Tropic Isles Case Study Of Education

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

Who school leaders are – what they do, attend to, or seem to appreciate is constantly watched by students, teachers, parents, and members of the community. Their interests and actions send powerful messages. They signal the values they hold. Above all else, leaders are cultural “teachers” in the best sense of the word. (Deal & Peterson, 1990, p. 201)

Mrs. Rowe, the Assistant Principal, has “trained teachers and taught students in Benin, West Africa; taught in an integrated program for at-risk students in Los Alamos, New Mexico; started a program for at-risk students in Mahopac, New York; and taught AP, Honors, special ed., at-risk, and low-level readers in the Cherry Creek School District.” (Aurora Academy, 2013)

EE107 is a 12 year, 3-month-old African American student in the 5th grade at ABC Elementary School. EE107 attended Pitt County Schools before attending ABC Elementary School in Beaufort County in the 5th grade. EE107 was retained in kindergarten. After 3rd grade, she was placed in a transition classroom for her 4th grade year. While EE107 was in the transition classroom, her progress was reviewed by the

Austin being a leader instead of a manager is how she leads and inspires not only her students, but other faculty members as well (Wren, 1995, p. 8-10). There was a time when I attended the Virginia High School League States Debate Competition with my debate coach, another Midlothian High School English teacher (Cheatham, personal communication, April 20, 2014). During one of the round breaks, my coach and I happened to get on the topic of English teacher (Cheatham, personal communication, April 20, 2014). It was then that my coach raved about Mrs. Austin and the personal impact she has had on his own teaching methods and ways to motivate students that are dragged down by SOL tests and public school standards (Cheatham, personal communication, April 20, 2014). In this experience, Mrs. Austin solidified her leadership capabilities of motivating and inspiring anyone around her to work harder and be better at anything one does. Overall, Mrs. Austin knows how to properly handle coping with change. She knows how to be a leader, not a manager (Wren, 1995, p.

As one leads with integrity, fairness and in an ethical manner, they lead by modeling those values and beliefs that belong in an educational setting. They show concern and care personally for the students, staff and communities learning, behaviors, and lives. Leaders promote a culture of openness and trust. They model appropriate behavior and skills to improve learning and engage others to share in this process through collaboration.

|ILLSC 2008 Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, |

Tropic Isles Elementary is a Title I school located in North Fort Myers, Florida. There are currently 898 students enrolled in the school. The demographics consist of 58% Caucasian, 29% Hispanic, 7% African American, and 2% Asian. The median income of North Fort Myers is $40,356.00 (LCS, 2015). The school has received an A plus rating from the state for the last four years for performance on the Florida Standards Assessment (FSA).

ISLLC 2008 Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

Hello parents of our upcoming class! It is an honor to be able to teach your 4 and 5 year olds this upcoming school year. This school was founded in the year 2016 by, the school’s principals, Dr. Kaydriana Simpson ph.d and Dr. Morgan Tinsley M.d; Phd. The two created this preschool to educate the extraordinarily gifted toddlers. Your children were invited to come to this school due to outstanding recommendations and scored high enough on the little people advancement test ,or LPAT, to be accepted. This school only allows 5 children per classroom, therefore we could only accept 110 students.

On that note, it is the responsibility of the principals and all school administrators to advance educational systems and provide positive changes for their students.

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

School improvement is identified in a series of stages, two of which are leadership by binding and leadership by bonding. When binding is present, staff feel morally committed to performing beyond the expectations of the leader. Leadership by bonding, however, emerges when there is a community of practice present within the school. Staff learns to trust one another, support each other, and develop collaborative relationships.

This case study defined exceptional leadership, in how two people that were passionate in their beliefs could create positive change in a challenging environment. Odiotti and Seiberlich accepted the challenge and remained strong in their commitment to improve a high school that was in despair, (Berger, Howard, & Walker, 2010). They implemented change by first understanding the problems. They conducted several interviews and collected a substantial amount of data before implementing any drastic changes, (Berger, et al., 2010). After analyzing the data, they worked on developing sound solutions that addressed the critical problems, (Berger, et al., 2010). They realized that the school was operating without structure. Communication and positive interaction was nearly obsolete, which in turn created issues regarding trust and teamwork, (Berger, et al., 2010). They knew they had to break through the communication barriers and get to the heart of the problem, in order to establish relationships. Odiotti and Seiberlich started with the teaching staff, reestablishing the bond through positive interaction and commitment, (Berger, et al., 2010). They reinforced the need for accepting responsibility and encouraging positive behavior. They held the students accountable for their actions by implementing guidelines to establish a positive learning environment, (Berger, et al., 2010). Odiotti and Seiberlich supported their students by following the key elements of servant

After scouring over the resources provided, I do not doubt how she has struggled. A large portion of her struggle is linked directly to getting teachers to participate in school-based initiatives. When reflecting on my professional life and where I see myself as a leader, I know that being authentic will not make leader “easy” but will rather help those around me to understand my plight.