Teacher Leadership: The Argument For Principals In Schools

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Graduate Writing Assessment Although teacher leadership is vital to the success and achievement of any school, it is also important to have an effective principal as the lead learner. The argument that states that schools do not need principals because they can be led by a committee of lead teachers and community members is not flawed in theory but in application. The intent of this theory is sound but when executed it lacks major elements necessary for success such as centralized leadership and precise accountability.
The Argument for Principals in Schools Not only are principals the face of the community but they are solely responsible for shaping the school’s vision and taking steps necessary for seeing that vision brought to life. According
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The principal acts as the “face of school” for parents and community members. If a school is ran by teacher committees and community members, who becomes the most reliable source for an interview with the local newspaper or the speaker at an impromptu news conference held to address a school related crisis? Most likely this would fall into the hands of a teacher elected to represent the school in public relations who, hopefully, has the skills necessary to publicly respond to a crisis or conflict on live television. Assuming she is qualified and experienced, what happens in that teacher’s classroom when she is unable to lead her students through the planned curriculum as a result of these duties? To be clear, the argument is not against the idea of teacher leadership. The argument is against removing the lead learner whose job it is to develop teachers as leaders, provide challenges to facilitate their growth, and lead the learning by learning alongside them. With the implementation of the new Common Core State Standards, teachers, not administrators, are the most equipped to design instructional methods best suited for their students’ mastery and understanding (Barth, 2013, p. 13). Principals should oversee teacher led teams that design curriculum to be used and refined by …show more content…
Barth (2013) made a simple but critical point when he stated, “teachers plates are already full” (p. 11). We know this to be true. The responsibilities of the teacher are already aggressive in planning, preparing, instructing, assessing, grading, facilitating, and collaborating with other teachers. How can they possibly be expected to successfully take on the diverse and endless leadership and managerial responsibilities of a principal even if they are distributed among

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