Once a reasonable decision has been arrived upon, I must take on the role of the leader who ensures that it is implemented.
In order to do this, it will be my role to confer with my colleagues to determine if the change is being implemented, how it is affecting the faculty and students, and what other changes can be made to better accommodate this primary change. Furthermore, it will be my role to defend the change when others may question it, in addition to listening to the concerns that they have, many of which may be valid. Finally, as a leader responsible for change, I have the task of evaluating the changes that have taken place, determining by the facts, with others, if the change was truly beneficial or should be repealed or altered.
Thus, while change is often difficult, and even more often necessary, it is the responsibility of leaders to ensure that necessary change happens. As a leader in this capacity, I will not only complete the tasks above, but will maintain a positive and upbeat attitude about necessary change.
One of the most important aspects of a school is the environment in which students learn. If students do not feel safe and able to express themselves, they will not learn. This goes back to Maslow's hierarchy of needs. If the students do not have their...
4) Relying soley on anecdotal evidence and/or district wide standards for evaluation, that may not be based upon classroom use, but is rather based on novice understandings of educational needs is an error that must be eliminated from the school. School principles are increasingly exposed to for profit pulls and tugs of educational programs of technology that utilize standards that are untried and yet toted as "best practices" based
Instructional Leadership Many educators believe that principals should play the role of instructional leader, and not just school manager ( Fink & Resnick, 2001). The reality is, however, that the many demands on a principal's time and management skills make it difficult for most of them to spend time in classrooms, except, often, when performing teacher evaluations. While principals often make sure teachers have opportunities for professional development, they themselves rarely
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