Skills International School: Case Study/Case Study: Improving the Performance of Skill
International
Mission Statement
Distributed Leadership
Fundraising Ideas
Communication plan (To Staff And Parents)
Philosophy of staff development and retention
This paper is a case study on issues that concern Skill International School leadership. Its major aim is to analyze the major approach employed in school leadership for complete improvement that lead to academic success. In an environment that is decentralized, school districts are adopting varied approaches to school leadership cooperation and distribution. They do this with the aim of responding to the pressures that emanate from ebbing school resources and enrolments (Hargreaves et al., 2007).
Introduction
The Skill International School has the lowest performance in the municipality, Title 1 school (89% receive reduced or free lunch), very high staff/faculty turnover ratio, and very low support from PTO/PTA organizations. There is a great need to build on innovative ideas for improving the outcomes. The viewpoint suggested in this work suggests a number of important areas to focus on. This is done bearing the different leadership arrangements that govern the operation of different systems:
System improvement-where the school leaders are delegated with the task of making necessary contributions that helps the success of their school. As a consequence, working collaboratively and re-culturing would be carried out to achieve the students' common goals (Hargreaves et al., 2007).
School-level academic groups would be a combination of both teacher and managerial leadership or sometimes parent and student leadership develop collective efficiency and professional communities. This is done through distributed responsibilities towards very challenging learning objectives, combined responsibility for student knowledge acquisition and achievements. This continuous development which depends on decision-making are data-based, and student, staff, and community involvement (Hargreaves et al., 2007).
Education (BSR, 2015)
B.Ed, Open learning center, Hungary 1965
Teacher's certification, State Of Hungary
Professional Member:
International Association of School Principals
Skills (Exforsvs, 006)
Possess impressive written and communication skills in English Language to deliver points precisely.
Expert in the use of computers and versed in using all Microsoft office tools such as MS word, MS Access, MS Excel, MS power point for presentations. And have mastered the use of the internet and email quite efficiently.
Possess both efficient management and leadership abilities
Exact and appropriate delegation of responsibilities to members of staff
Have mastered the use of several techniques and education tools for teaching students effectively.
Accomplishments (Jeff Career Approach, 2015).
DFA School California August 1990-2014
School Principal, California
Strategized, arranged and directed every activity in a busy SACS-Advanced recognized school catering for about 350 students.
Supervisory tasks involved coordinating with 38 teachers to observe and advance the teaching and learning process.
Supervised the job of the Dean of Students affairs, School counselor, Psychologist, as well as the Academic Support Coordinator.
Was part of the personnel interviewing and hiring process.
RMHigh School, California, June 1970 to July 1990
Supervised and observed the elementary teachers
Reviewed all admission applications and interviewed the parents of the students to determine the eligibility of their wards for admission.
Planned elementary fundraiser that generated $13, 000-$17, 000 per annum.
Was in charge of state-licensed Preschool
Carried out the research and implementation of school-wide managerial software system
Taught two secondary school curriculum per year.
Mission Statement
Skill International School is responsible for the preparation of students to gain knowledge, contribute. Skill International School also record important successes in our ever-changing society, and therefore makes the world a better place for everyone. We should ensure that each student builds very sound skills and acquires sound arts knowledge and the ability needed to succeed as leaders in future economies. It is also important that we lead the way in the generation of both theoretical and practical knowledge that helps people understand the world better. This helps to improve the local and global community standards and conditions (The New School, 2015).
Distributed Leadership
Within the general precincts of the school management, decentralized leadership is known to have more effects on the achievement of students than the centralized style of leadership. Many refer to this style of spread-out leadership as distributive or distributed leadership. This form of leadership process, however percolates down from teachers to their students, parents and the supporting staff (Hargreaves et al., 2007).
Fundraising Ideas
Online crowd Funding
Schools already make successful use of online crowd funding platforms to get donations....
However, in order to encourage better participation, more creative incentives should be put in place for donors, with larger incentives for the bigger donors (Signupgenius, 2015).
Fun Run
Organizing a kind of 'fun run' for the students to take part in, could be another effective way. This entails encouraging them to request for donations from their families. They can ask for a specific amount like $1. This will help raise part of the needed fund in a more inclusive manner. This event can be made more interesting with music, snacks, etc. (Signupgenius, 2015).
Talent Show
Hosting a talent show can be another way of showcasing our students and faculty talents. It can be an effective way to raise money. The school must encourage both team and individual participation, and sell out tickets for their friends and family members to come and watch, and thus be a part of the process (Signupgenius, 2015).
Communication to parents and staff
The initial distribution of plans is, in some ways, the most important step, so everyone has realistic and appropriate expectations.
Mass phone call: The school should be able to send out mass phone calls. This might be done every Friday of the week. So, both groups, parents and teachers can do well to expect on that very day. The school can get Tuesday folder ready where both written PTA and classroom communications, would be distributed. So, both parents and teachers would form the habit of looking out for that on every Tuesday, both afternoon/evenings. Apart from this, the school can adopt other means like sending incoming families summer newsletters, arranging some play dates for the families of kindergartens to meet one another, sharing important dates for future events and connecting people through the school's official website (Dickinson, 2013).
Philosophy of Staff Development and Retention
People who are more productive and happier in their roles are those who feel appreciated. It is all part of the motivation and retention scheme. Without having efficient managerial practices in place, it is likely the organization may face an uncertain future, as they may lose key skills and important experience may not be shared and passed on to others.
It is important for you to have the right amount of motivation for your staff members. Schools cannot maximize their potential without the full involvement of all its members. Building a team of highly productive staff goes beyond bringing together some talented individuals. No school staff can be effective without its members uniting behind the vision of the school authorities and working together to give life to that vision. Schools with high employee satisfaction and retention rate all have this in common-they know the relevance of a healthy work environment culture. To maintain strong working relationship between the management and members of staff, you need adequate communication. The rise in the popularity and use of social networking sites has made the social media an important aspect of our personal and professional lives. Whenever a high-ranking teacher leaves the school, a vacuum is created that should be filled immediately. A candidate with the right experience and expertise must be chosen to fill such a vacancy. In addition, it must be filled by someone who has the right experience and expertise. The biggest non-recoverable cost the school ever face is the absence of expert staff that act as valuable, effective mentors. However, the use of appropriate strategies can help to bring down these costs. The mentor plays the role of encouraging the personal and professional growth of their ward through knowledge dissemination, experience and expertise. The major key to success in keeping the turnover rate low, is to motivate and appreciate the teachers and support staff through active gestures (Michael Page, 2015).
References
BSR. (2015). School Principal Resume. Retrieved on 7th October, 2015 from http://www.bestsampleresume.com/sample-teachers-resume/school-principal-resume.html
Dickinson, B. (2013). How to Prepare a Parent Teacher Communication Plan. Member Hub. Five Points Solution, Inc. Retrieved on 7th October, 2015 from http://memberhub.com/blog/parent-teacher-communication-plan/
Exforsys. (2006). Sample Resume -- Principal Resume. IT Training and Consulting. Retrieved on 7th October, 2015 from http://www.exforsys.com/career-center/sample-resumes/sample-resume-principal-resume.html
Jeff Career Approach. (2015). School Principal Resume Sample Two. JefftheCareerCoach.com. Retrieved on 7th October, 2015 from http://www.jeffthecareercoach.com/sample-resumes/school-resume/school-principal-resume-sample-two/
Michael Page. (2015). Employer advice: Development and retention advice. Michael Page, Surrey. Retrieved on 7th October, 2015 from http://www.michaelpage.co.uk/employer-centre/development-and-retention-advice
The New School. (2015). Mission and Vision. The New School, New York. Retrieved on 7th October, 2015 fromhttp://www.newschool.edu/mission-vision/
Signupgenius. (2015). 50 Successful School Fundraising Ideas. Retrieved on 7th October, 2015 from http://m.signupgenius.com/#!/resources/articles/school/school-fundraising-ideas
Hargreaves, A., Halasz, B., & Pont, B. (2007). School leadership for systemic improvement in Finland: A case study report for the OECD activity improving school leadership. Available on www.oecd.org
