INTRODUCTION
Initially, I enrolled in the Principles of Instruction course offered by Penn State to gain some perspective and explore the option of getting my principal certification. I was not sure if being a principal was something I genuinely wanted to pursue. Although I had embraced a plethora of leadership roles as my tenure in the teaching profession, I was unable to specifically articulate the roles and responsibilities of principals and found it easier to make a non-comprehensive list with minimal detail:
All things students
All things parents
All things community
All things building wide
All things district wide
All things professional staff
All things support staff
All things psychological
All things physical
All things health related
All things building, grounds, and environment
All things financial
I had the benefit of having small doses of leadership experiences through committee work,
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Our leaders build other leaders, and are themselves continuous learners modeling exemplary leadership qualities; at times making it appear almost easy. It was during the Principalship Course that I not only knew I could, but now knew I wanted to become a principal. Many of my “ah ha moments” came in the form of connecting the puzzle pieces and seeing the decisions and actions through the new lense as a leader. The Virtues of Leadership article confirms student and teachers’ need to make sense of where they belong in the cultural framework of a school system (Sergiovanni, T. J., 2005). I always knew York Suburban School District has models of excellence throughout entire staffs, faculties and administrators. I knew I was in the presence of excellence, and wanted to pinpoint the IT FACTOR so that no matter where I decide to go - I would be able to take it with me. Internally, we call it, “The Suburban Way” or the “YS
The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.
4. School Culture and Operations: Admissions, student code of conduct, discipline structures, attendance requirements, process and due process for student dismissal, grievances and parent complaints, population size, attendance zone, student recruitment, and student onboarding. 5. Academic Programming: Curriculum, project based, community based, academic advancement, State and Federally Mandated programming, 504, IEP and ELL services, assessments methods, instructional guidelines, STEAM/STEAM, compliance with state and federal mandates, summer programming, data cycles and
Essential characteristics of the principal’s role have been identified by groups such as the Interstate School Leaders Licensure Consortium, and the Educational Leadership Constituent Council. Standards from both these organizations require that a principal have a vision of learning, advocate for students, collaborate with teachers and the community, provide a safe environment, act with integrity, and understand the social and political confines in which we live. As noted by Sergiovanni in The Principalship, “For Parochial school principals, the religious dimension must be added to any array of roles and responsibilities that define the principalship.” (2015, p. 43)
One leadership experience I had was through my athletics at my high school. Every year, our high school volleyball program hosts a camp for young girls to come learn and develop her volleyball skills, as well as do arts and crafts and make new friends. As a varsity player, we all were assigned a different group of girls to be in charge of. We also were given a junior varsity player to help us. I became a leader in this area because I was more experinced and organized.
One area I hope to gain leadership experience in is helping the communities I am a part
I asked the teacher about the principal leadership skills, they told me that he visited classrooms constantly and was the first person student saw in the morning. The teacher told me that he was a help in developing his curriculum because the principal was an English teacher previously. His type of experience was helpful to his staff because he was once like
As future educators, it is important to be fully knowledgeable about professionalism in the field and what conduct is expected within the schools and community. In order to gain that knowledge, Pennsylvania’s Code of Professional Practice and Conduct for Educators as created by the Pennsylvania Department of Education lays it all out. The mission of this is to “establish high standards for preparation, certification, practice, and ethical conduct in the teaching profession” (2002, PA Dept. of Education, p.1). Right away this relates to daily issues in the classroom because, sadly, not all teachers are fully equipped with this knowledge when they begin their teaching career. To me, the purpose section of this document is the most important because
The program at Bethel University has prepared me for a leadership role in a school system. This is evident in the knowledge that I have attained while enrolled in the instructional leadership endorsement program at Bethel University. During the 10 months in the program, I have become knowledgeable about a wide range of instructional leadership content which will prepare me for a role as a leader. Throughout the coursework, I have learned how important a vision and mission statement is to the success of the school. Effective leaders have a clear direction as to where they want to take the school, therefore, it is imperative that goals are clearly developed.
Block’s quote addresses the characteristics of effective leaders. Being an effective leaders exceeds running a school properly. Many principals thinks acceptable to conduct school business from their office. While everyone is arriving to their office to present problems and find solutions, the principals never sees the importance of analyzing the problem from themselves. Block’s quotes requires principals to be social architects.
Reflective Journal Leadership, Professional Knowledge and Ethical Practice What is one prevalent issue in early childhood education today? Explain both sides of the debate regarding this time. When I begin teaching at Head Start 18 years ago I only needed a high school diploma.
Allen, Grigsby, and Peters (2015) introduce the article “Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement” by discussing school improvement efforts. According to Allen, Grigsby, and Peters (2015), the current atmosphere of reforms that began with the passage of No Child Left Behind legislation and continued with the Race to the Top program have resulted in increased accountability measures such as standardized assessments that lead schools and individual teachers to continually search for ways to improve learning in the classroom. The researchers specifically address concerns about closing achievement gaps in sub-populations of schools (Allen, Grigsby, and Peters,
Leadership From a Principal’s Perspective “We were in business to do what was best for the students, and in turn, doing what was best for students might not have been best for me, my teachers, or anyone else, but it was the best for them. It those were the sacrifices that it took to get the students through the journey of high school and to successfully reach their final destination of graduation, it made it all worth it,” said Mr. Auker as he expressed his unconditional passion with slight smile, and though it may have been a slight smile, it truly displayed his motivation and care in significant ways that cannot be explained. From the beginning, I detected Mr. Auker’s intense love for doing what he was heartfelt about, which was leading his school down an educational path to success as a proud principal. All in all, Mr. Auker has been involved within a school corporation for forty-five years total and has a substantial history of being a principal at a number of schools big and small. From those numerous schools, Mr. Auker found his “drive and ambition” to become that dignified principal he never exactly knew he wanted to
o What role does the principal play in instruction? o What leadership development is needed and for whom?
The role of principal has changed over the years, no longer are principals expected to be school managers only. The requirements and expectations of an effective principal continues to evolve and become more challenging and more complex. The social and educational expectations, which combines high-stakes testing and accountability along with the high ideals of supporting social, physical and emotional needs of children, demands that principals demonstrate the vision, courage and skill to lead and advocate for effective learning environment where all students and adults reach their highest potential. Principals must be learners, culture builders, leaders, mentors, supervisors, managers and politicians.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.