ELAD542 M2 DISC
Applying the ISLLC Standards and the 11 Top Ten Most Wanted Strategies for school culture by Sorenson & Goldsmith, to transform the Earl Roloff Elementary School, in Combes Public School System, into a model school using a $150,000 grant will be a worthwhile challenge! When the new superintendent demonstrated a collaborative leadership style by forming a Principal interview team that included both veteran and new teachers to choose the new principal, it well-received; therefore, as the new principal, following through with a similar collaborative style would likely be successful.
In my perspective, the principal needs to develop a strategic plan that creates a shared vision and goals with a variety of stakeholders, provides professional development for the staff to achieve those goals, and reaches into the community to develop partnerships and positive relationships.
Initially the principal needs to apply ISLLC Standard 2 which “promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development,” (Sorenson & Goldsmith, 2009, p.4). Assessing the culture and climate of the school is of utmost importance. Every school has their own unique personality that guides and shapes the behaviors of personnel. When there is a new member introduced to the group, there is a learning curve before they actually fit in to the norms of the school. Furthermore, culture is dynamic in nature; hence, the principal can influence the culture. Each personnel member has their own personal experiences, beliefs, and skill set that contributes to the human resources available to the principal. The educational leader needs to listen attentively to the staff and observe their actions to assess the available talent and obstacles that are influencing the culture and climate of the school. “Change usually happens incrementally; it never happens without commitment of the personnel involved,” (p. 33). This is why it is vital for the principal too listen to a variety of stakeholders, observe people, and provide them with a voice in achieving a shared vision (Standard 1). In this particular case, the secretary, Mona Chirac, who is well-liked and has been part of the school for 17 years, would be an excellent resource for telling the story of the school’s history. Developing a shared vision and goals by creating a committee and surveying stakeholders will not only provide data, but also empower and provide a voice to the people these changes will be effecting. To do this, reflecting as a staff what is working and what needs to …show more content…
Teachers should be supported, coached, and guided by their educational leader, who should be modeling the importance and relevance of staying current with teacher practice and connection professional development to the school’s instructional plan and student learning goals. By embedding time for PD, the principal is validating its purpose and importance for learning. The investment of this time, for the principal and the staff, is a wise decision for connecting people, talent, and instructional practice to impact an effective learning environment. DuFour’s book, Whatever It Takes: How PLCs Respond When Kids Don’t Learn, promotes PLCs as the “most powerful conceptual model for transforming schools to meet their new challenges,” (p. 2) would address the low test scores, and the low expectations teachers are holding for students at
Applying the ISLLC Standards and the 11 Top Ten Most Wanted Strategies for school culture by Sorenson & Goldsmith, to transform the Earl Roloff Elementary School, in Combes Public School System, into a model school using a $150,000 grant will be a worthwhile challenge! When the new superintendent demonstrated a collaborative leadership style by forming a Principal interview team that included both veteran and new teachers to choose the new principal, it well-received; therefore, as the new principal, following through with a similar collaborative style would likely be successful.
In my perspective, the principal needs to develop a strategic plan that creates a shared vision and goals with a variety of stakeholders, provides professional development for the staff to achieve those goals, and reaches into the community to develop partnerships and positive relationships.
Initially the principal needs to apply ISLLC Standard 2 which “promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development,” (Sorenson & Goldsmith, 2009, p.4). Assessing the culture and climate of the school is of utmost importance. Every school has their own unique personality that guides and shapes the behaviors of personnel. When there is a new member introduced to the group, there is a learning curve before they actually fit in to the norms of the school. Furthermore, culture is dynamic in nature; hence, the principal can influence the culture. Each personnel member has their own personal experiences, beliefs, and skill set that contributes to the human resources available to the principal. The educational leader needs to listen attentively to the staff and observe their actions to assess the available talent and obstacles that are influencing the culture and climate of the school. “Change usually happens incrementally; it never happens without commitment of the personnel involved,” (p. 33). This is why it is vital for the principal too listen to a variety of stakeholders, observe people, and provide them with a voice in achieving a shared vision (Standard 1). In this particular case, the secretary, Mona Chirac, who is well-liked and has been part of the school for 17 years, would be an excellent resource for telling the story of the school’s history. Developing a shared vision and goals by creating a committee and surveying stakeholders will not only provide data, but also empower and provide a voice to the people these changes will be effecting. To do this, reflecting as a staff what is working and what needs to …show more content…
Teachers should be supported, coached, and guided by their educational leader, who should be modeling the importance and relevance of staying current with teacher practice and connection professional development to the school’s instructional plan and student learning goals. By embedding time for PD, the principal is validating its purpose and importance for learning. The investment of this time, for the principal and the staff, is a wise decision for connecting people, talent, and instructional practice to impact an effective learning environment. DuFour’s book, Whatever It Takes: How PLCs Respond When Kids Don’t Learn, promotes PLCs as the “most powerful conceptual model for transforming schools to meet their new challenges,” (p. 2) would address the low test scores, and the low expectations teachers are holding for students at