1. What do you think about the "pot-stirring" approach that the new principal decided on? What are its advantages? What are its disadvantages?
The pot-stirring approach is necessary in this case, as leaders like Dr. Jack Prince need to serve their schools as “change masters,” who plan change proactively to help the school and its stakeholders meet core objectives (p. 348). This scenario is also an example of what can be called “essential change,” which is internally driven, based on the need to work toward performance outcomes and objectives (p. 348). As such, the situation “requires that persons within the system work cooperatively to transform behavior or system components,” (p. 348). While Prince is working to shake things up at Norden Township Junior-Senior High, he is also working cooperatively with allies like Dr. Amy Kim and a considerable number of faculty—as well as community members.
Antagonists like Bob Neuman represent resistance to change. Resistance to change is part of the “built-in inertia” that can plague educational institutions and prevent them from reaching their potential (p. 349). People like Bob Neuman resist change when “they fear it will reduce their power and influence or make their knowledge and skills obsolete,” which is clearly the case here as Neuman is the leader of the teacher’s union and has power in that official circle as well as in the smaller, less formal group of his “followers” at the school (p. 349). Some of the factors that fuel resistance to change beyond fear of the unknown include...
References
Chapter 13: Systemic Change
Forde, C. & Dickson, B. (2017). The place of leadership development for change agency in teacher education curricula for diversity. In: Florian L., Panti? N. (eds) Teacher Education for the Changing Demographics of Schooling. Inclusive Learning and Educational Equity, vol 2. Springer, Cham
Education Administration This internship in education administration provided me with a number of takeaways that will benefit me throughout my career. I learned how to create a safe, collegial environment for change in teacher practice. My strategies enabled a full court press on the issues facing the math department, and strengthened the will of the team to get the job done by insisting each member believes it is important to "Do
Educational Leadership Comprehensive Exam - Educational Leadership Theoretical and conceptual knowledge There is increasing interest in educational leadership in this current century. This can be attributed to the belief that making differences in the educational sector and impacting student outcomes requires quality leadership. All over the world, there is increased recognition of the need of schools to have effective and efficient leaders and mangers in order to provide quality education to students. In
Businesswire.com). National Educational Technology / State Leadership: The State Educational Technology Directors Association (SETDA) has released its 7th annual National Educational Technology Trends Report and it indicates that technology is playing "an increasingly important role" in K-12 school improvement efforts. Leadership in technology training in schools is vital if the future needs of all students are to be met, according to an article in Yacht Charters Magazine (Marketwire, 2010). The article
Educational Leadership Psychologist Mihaly Csikszentmihaly, towards the end of the year 1995 composition for Daedalus wrote that with miserable promptness, the American society is coming back to the pains to perk up public school education. These pains more often than not fail for the reason that education is considered barely as schooling. However, developments in schools do not essentially match up to a development in the culture of children. Whether or
3). This approach appears to be similar to "management by walking around" in the business world, but it appears to provide some profound results in educational settings. The principal in question was able to begin helping teachers identify activities and assessments that were more challenging and provided more substantive feedback for faculty concerning student performance, and there was the added bonus of additional opportunities for this educational leader to work
With conscious awareness, the school leader becomes a reflective practitioner and therefore a more effective school leader. The readers must heed the words of the authors that "the variety of skills a leader must master is daunting" (p. 62). Therefore the authors prescribe that these responsibilities should not fall simply on one individual but rather a upon a distributed leadership team. In Chapter 4, the authors present meta-analysis of the
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