Learning Vision Statement

Developing a Learning Vision Statement Grounded in the Collective Belief of the Staff

Northouse (2009) indicates: A competent leader will have a compelling vision that challenges people to work toward a higher standard of excellence. A vision is a mental model of an ideal future state. It provides a picture of a future that is better than the present, is grounded in values, and advocates change toward some new set of ideals. Visions function as a map to give people direction. Robbins and Alvy (2004) specify the importance of a vision that is shared by the educational community. A school vision should be a descriptive statement of what the school will be like at a specified time in the future.

First of all, different surveys should be carried
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But, as important as the vision statement is, a vision is more than words. The next step is to put the vision into practice.

Transforming Isolating and Discouraging Culture to Collaborative and Encouraging Culture in ABC High School with a Learning Vision

It’s important to develop a common vision, but the achievement of that vision will not happen unless the culture of the school community accepts, supports, and is driven by that vision. According to Deal and Peterson (1999), “School culture affects every part of the enterprise from what faculty talk about in the lunch room, to the type of instruction that is valued, to the way professional development is viewed, to the importance of learning for all students” (p. 7). In other words, culture helps to establish what teachers believe and do. Principals can do little to affect student achievement directly, but a meta-analysis of educational research by Marzano, Waters and McNulty (2005) concluded that an educational “leader who fosters shared beliefs and a sense of community and cooperation among staff” (p. 48) can create a positive school
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& Kitsantas, A. (2007) point out that when teachers are empowered to function as autonomous professionals and leaders, this builds a sense of professional confidence and pride that feed effective teaching practice. Decision-making meetings should be organized regularly in order to include teachers in decision-making processes. The principal should know the interests and skills of the teachers and allocate responsibilities to them in line with their interests and skills.

Teachers should be given autonomy to make their own decisions on educational issues such as teaching content and methods and implement these decisions both at the school and in the classroom. Teachers are professionals and experts in the field of curriculum design and implementation because they know students’ needs best and they can fashion appropriate strategies and instruction according to those needs. The principal should also encourage teachers to take part in training courses, seminars and conferences which can be helpful for them to follow the latest developments in the field of

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