To reflect on the many theories, strategies, and planning processes discussed throughout this course, one section particularly stood out to me. The 21 responsibilities of the school leader presented in the Marzano book provided some insights into frequently occurring responsibilities of the school leader. As stated in the book, the “wide array of behaviors explains why it is so difficult to be an effective school leader. (Marzano , Waters, & McNulty, 2005, pg. 41). I particularly enjoyed this section because I’ve never thought of a principal’s responsibilities in this manner or how the responsibilities directly correlate to student achievement. The fact that these responsibilities are statistically matched to student achievement and strategically
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Even though I am familiar with some of the general practices, I found it extremely helpful to read this section. As the book states, “schools must design programs to meet the needs of students rather than forcing students into ‘preset’ programs that may or may not meet their needs. (Ubben, Hughes, & Norris, 2011, pg. 145)”
The principal is charged with the task of setting the tone for the education services (Ubben, Hughes, & Norris, 2011 pg. 145). It becomes critical for the principal to ensure that students deemed with an exceptionality are receiving adequate services and they are in full compliance. This means that principals must maintain an active role and remain involved in all special education cases.
As a principal, I hope to handle communication with parents in an effective manner. As the book discussed, there are a variety of responses that parents typically have when students are deemed with an exceptionality. My main goal would be to help and support parents as much as possible and to listen to their concerns and questions. Not all communication with parents is positive, but my focus would be to make the conversation and tone as positive as possible.
Even though I am familiar with some of the general practices, I found it extremely helpful to read this section. As the book states, “schools must design programs to meet the needs of students rather than forcing students into ‘preset’ programs that may or may not meet their needs. (Ubben, Hughes, & Norris, 2011, pg. 145)”
The principal is charged with the task of setting the tone for the education services (Ubben, Hughes, & Norris, 2011 pg. 145). It becomes critical for the principal to ensure that students deemed with an exceptionality are receiving adequate services and they are in full compliance. This means that principals must maintain an active role and remain involved in all special education cases.
As a principal, I hope to handle communication with parents in an effective manner. As the book discussed, there are a variety of responses that parents typically have when students are deemed with an exceptionality. My main goal would be to help and support parents as much as possible and to listen to their concerns and questions. Not all communication with parents is positive, but my focus would be to make the conversation and tone as positive as possible.