Reflections form EL 500- Intro to Educational Leadership
Reflection #1
Management and Leadership: What’s the Difference?
Management and leadership are two skills that all principals need to successfully run and maintain a school. To me this topic is carefully correlated to the development of students across the nation but more importantly students in urban environments. Through classroom discussions and reading The Boss of the Whole School, it’s a topic that caught my interest immediately and one that I reflected on for sometime. I believe that both, management and leadership are essential skills to have as a school leader but have noticed through my journey in education that most principals are more managers than leaders, hence the reason why so many students in urban communities are failing or not reaching their full potential. Should both management and leadership remain separate from one another or is it possible to merge the two? Even at a mid-career stage, most principals are still unable to merge these two roles successfully, but can nevertheless easily recite the attributes of each function (Hebert, 15). I have been stuck in the middle on these very two topics, but understand that it’s the role of the principal to join the two roles into one.
It is without question that both management and leadership are needed to effectively run a school. Management focuses on solving problems with an efficient regard to time and resources, is quick-paced and immediate, and often requires a rapid-fire staging of responses (Hebert, 15). Management is being very involved and engaged in the day-to-day operations. Such things as spending time on the phone, arranging for bus pick up, lunch duty, dismissal, traffic duty in the morning or after school, or fixing the copier in the teacher’s lounge. Many people would consider these responsibilities as management. Indeed, I would firmly agree that those are management issues but could and should be connected to leadership as well. I think the importance of the management activities of the principal should often include some level of reflection to increase the efficiency of the tasks being performed.
School principals are expected to be, first, the leader but also the manager of the school, and yet the difference between these two roles is often not clearly understood by principals (Hebert, 23). Leadership both demands times and spans of times. Its pace and rhythm are slow and reflective. Leadership seeks to examine problems and issues in depth, to identify possible connections with larger goals and initiatives of the organization, and to resolve problems within that larger context (Hebert, 15). Leadership requires the principal to be very reflective in their day-to-day operations. Seeking to gain perspective about where things are currently and where things will be one week, two weeks, or months away. In addition, leadership revolves around vision and knowing where you want to take the school.
Hebert used a metaphor to refer to the leader ability to reflect: Achieving a balcony perspective means taking yourself out of the dance, in your mind, even if only for a moment. The only way you can gain both a clearer view of reality and some perspective on the bigger picture is by distancing yourself from the fray (Hebert, 18). This metaphor helped me understand what leadership really is about. Good leaders have to be able to reflect on what is currently happening and adjust as necessary. Leaders have to be able to step back amidst all that is occurring in the school to really gain some perspective.
Discussing leadership and management as it relates to the school leader made me observe my current school principal to see how he is handling both. I work in a charter school that is broken up into four academies: Primary (pk-2nd), Elementary (3rd- 5th) , Junior (6th-8th), and ECE (9th- 11th). My principal of the elementary academy supervise 15 teachers. It’s very interesting to observe him because he is very active in every aspect of the school. In the morning you can find him walking through the halls talking to the teachers, ensuring students backpacks are placed in the lockers correctly, supervising lunch duty, popping into classrooms, and managing dismissal. With this type of the schedule it’s really hard to imagine how he is leading and managing at the same time. However, throughout his schedule he is very reflective on what is happening around him. It’s rewarding to actually see this type of leadership in action because it reminds me that it’s possible to do both. I spoke to him about it and he stated, “Its absolutely necessary for me to maintain this type of leadership and ensure that kids are performing at high levels which would help trusted stakeholders know that we are striving for the best.”
To conclude, I am inspired by the importance of management and leadership and know that it is possible to do both. If we as a nation is ever going to get to a place where all kids are performing exceptionally well, we must understand how to merge leadership and management. Currently, I am being more reflective on my day-to-day operations but must continue to work on my craft. I find great pleasure in the day-to-day operations but sometimes forget the importance of reflecting and maintaining the vision I started with. As I continue my work this year and for years to come, I will keep in mind the importance of both leadership and management and seek multiple ways to merge the two in my current role at a curriculum leader.
Reflection 2
Hiring Process
Hiring teaching is something that is constantly at the forefront of a school leaders’ thought process. It’s a process that most than often times could be long and draining depending on how affective the process is and who is involved in the process. No one likes turnover, in fact its proven that longevity is the key that keeps the school running and is beneficial to the success and academic success of the school. In The Boss of the Whole School, Hebert gives me some insightful ideas and suggestions about the interview process and ways to react when teachers decide they are leaving and you decide to bring new teachers on board. However, I understand that it’s the principal who should seek to maximize every opportunity to find the best person for the vacancy and ensure that the teacher leaving feels comfortable or at least express why they are leaving.
Hebert mentioned three important guidelines about hiring that took me sometime to understand and fully comprehend. Those guidelines are: react in a supportive manner when teachers announce they’re leaving, encourage staff to inform you early even if they are just considering leaving, and always anticipate the possibility of a vacancy on your staff for the coming year. I wholeheartedly agreed with Hebert’s guidelines about hiring and how to conduct yourself in a way that will be beneficial to the success of your school. First, react in a supportive manner when teacher announce they’re leaving is very important for a number of reasons. Your reaction is vital because this is someone who worked under your leadership and understands the processes and systems at the school. In addition, this person communicates with the faculty on a daily basis. Reacting in a supportive manner is the right thing to do, and it may bring this news to you sooner rather than later (Hebert, 56). Next, encourage staff to inform you early even it they are just considering leaving is another important guideline. It’s helpful for a principal to know that a teacher is tentative about returning so that you can keep a good candidate in mind or stay in contact with possible candidates (Hebert, 56). This is very important for the longevity of the school. Acting in the best interest of the school, I want to ensure that the turnover in the school would be smooth and ultimately we hire the best candidate should this teacher decide to leave. Lastly, always anticipate the possibility of a vacancy on your staff for the coming year (Hebert, 57). This is the one that I wrestled with for sometime. Why should I as the leader of the school anticipate a vacancy for the coming year? If I were doing a great job, then the entire staff would want to come back right? Not necessary and Hebert explains that the hiring clock does not start ticking when a teacher tells you they are leaving. It is always ticking, so use it to your advantage (Hebert, 57). Indeed, I never thought about the importance of this but she is absolutely correct. Through my experience, I have spoke to team members who often talked about applying for other jobs so I know it’s on the forefront of their thinking.
Hebert goes on to talk about finding candidates for vacancies and new positions and looking at resumes. Currently, I work with several student teachers that work at my school. They began to learn the culture of the school and system and it’s a great idea to start with those teachers when I consider hiring a new teacher.
Hebert talks about the limitations to the hiring process, which is the pool of candidates available to you at the particular time you are hiring (Hebert, 61). However, if I maintain healthy open relationships with former teacher and members of our staff, then I am already one step ahead of the hiring process. Depending on how long I have been at the school as principal, it’s a good idea to hang onto the resumes that I have gather over the years just in case a vacancy becomes available. Lastly, Hebert talks about networking the colleagues in other school districts could prove to be beneficial. While I would be afraid of the competition, I have to remember that we are not all looking for the same kind of candidates. Each leader is different and often are looking for candidates that fit our unique needs.
Looking at resumes is another important factor when deciding or looking at to fill vacancies. For me this, I think this is the hardest process of the job when looking to fill a vacancy, but one of the most important. Without question, I want to be very much involved in the preliminary process and will work to design an effective process that will hopefully help our school hire the best and brightest teachers. However, I think when I first become a school leader, I will involve the superintendent to gain the appropriate guidance on the hiring process. I still do not have a process of how I will sort through all of the resumes but I will look for the schools candidates attended, their work experience and leadership opportunities they participated in. Ultimately, it would come down to the interview process and how well the candidate is able to articulate their experiences in education and if they are a good fit for our school system.
Last but certainly not least, the interview process is a huge component in our hiring process. Usually, a good committee is one that includes the perspective of a diverse faculty community (Hebert, 62). For me, I will select the final candidates and present them to the interview committee. I think it is important for me to be diverse with students, parents, teachers, and other leaders. Having such a diverse committee would enable me the chance to get a different perspective from several members and allow the candidate to connect and express themselves to multiple people. It is important that members of this committee understand the goal and what we as a school district is looking for. While this is just the beginning, I know the importance of hiring teachers and the benefits of having an efficient process that will allow the candidates to feel that it’s a fair process.
Reflection #3
The Myth of the Superprincipal
Reading the article The Myth of the Superprincipal is one that has stuck with me for sometime. In fact, reading about the multiple responsibilities of the principal started to frighten me, not because I don’t think I can do the job, rather the demand that is placed on the principal. Indeed, most stakeholders look to the principal as the primary person who is responsible for any and everything that happens in the school. Which to a degree is true but involves more than just the principal to ensure the success of the school. In the article, the author gives this job description that exceeds the normal responsibilities of the principal. This list of responsibilities is what initially frightened me but for a brief moment. While the role of principal is very demanding, I believe with the right training and support it’s possible for me to become a successful school leader.
The article starts with the job description of the principal before suggesting that principals are in high demand. This high demand has caused a shortage of principals’ nation wide. A recent survey jointly commissioned by two principals’ groups indicates that fewer and fewer qualified people want the principal’s job (Copland, 529). Being a principal is a job that impacts the educational outcomes of so many students, so I wonder why this shortage is the case. Why are so many afraid to take on the responsibility to improve the conditions of our society? The article points to the shifting of demands, huge workloads, and lack of job security. These are some of the major causes of the job shortage for principals. While I am not a principal yet, I would have to agree based on observations from my school’s principal. To me, education has certainly shifted over the last decade or two. Some may say that these are all problems that leaders before my time all experienced.
If prompted, veteran principals will tell you that the expectations associated with the principalship have mushroomed over the past 20 years. Principals are now commonly portrayed as the key actors in school-level reform and face an audience of multiple constituencies who are ever more critical of their craft (Copland, 529). These expectations are sometimes unrealistic and often times not possible. To a degree, the expectations placed on the principal are designed for failure and often leads to just that---failure. They are counted on to ensure learning for every pupil in an increasingly diverse student population, while at the same time they are charged with infusing new technologies throughout their schools and fostering the professional growth of faculty and staff members (Copland, 529). While, I agree that principals should be held accountable for the outcomes of their students, it’s difficult to ensure that learning is the priority when there are so many demands on the principal.
I am still trying to fully understand this shift of demand on principals and how it all came about. Copland suggest that principals have brought this on themselves because of their thirst of control and inability to let go of duties that might be delegated to others within the organization. However, I disagree with Copland on this point. Our educational system is experiencing major reforms and changes and with those changes come higher demands for our school leaders.
The article goes a little deeper into the myth of the superprincipal and introduces the literature-based conceptions of principal leadership. Philip Hallinger model consisted of three broad categories of leadership practice: defining the school’s mission, managing the instructional program, and promoting school climate. For me, I think those responsibilities are reasonable and provides the principal with the chance of really moving the school forward. Copland goes on to say that both moral and managerial leadership is another responsibility of the principal.
Taking all of this into account, my fear has turned into excitement because of the possibility that is in front me. In school districts across the country, students are not receiving a quality education that will prepare them to compete in a global society. Therefore, I am adamant about taking on the role of the principal. I will be the first to admit that I don’t know it all but I realize what’s at stake for our young people. For the way things seem, the educational system will continue to place multiple responsibilities on the principal. Understanding that, I must prepare myself to be surrounded around persons who is committed and don’t mind rolling their sleeves up to do a little work.
Reflection #4
Elementary and Secondary Education Act—Great Teachers, Great Leaders
Presenting my round table on The Reauthorization of the Elementary and Secondary Education Act provided me with insight on what to expect in education in the coming years. Dr. Klein and my colleagues have shown me the importance of being abreast of the issues and policies that are changing in the educational landscape. A Blueprint for Reform was interesting to read and great to listen to my colleagues present on but it was just that, a blueprint. I left with many unanswered questions and thoughts about the how the educational system is changing. While I presented on Great Teachers, Great Leaders it appears that the entire document was vague in its approach to making all of this happen. However, there are some things that I really agree with and want to express my standpoint on.
First, there are many aspects of the educational system that affects the outcomes of our
students. However, one of the most important relationships that determine the success of the students is the relationship between the student and the teacher. Great teachers can make the difference between those students that are successful and those students that are being socially promoted. Essentially, Great Teachers, Great Leaders is about what we can do as a nation to retain the best teachers and leaders in our school system. Essentially, our teacher and school leaders need the access to gain information about how to build on their craft and ensure that our schools are not just expected to excel academically but to become productive citizens in society.
Formula grant programs are noncompetitive awards based on a predetermined formula. In the blueprint, formula grants are a huge part that will help to improve the effectiveness of teachers and leaders and make sure all students are learning from effective teachers and leaders. However, states and districts may decide on how they will spend the funds to meet their specific needs but has to show they are meeting those specific needs of the teachers and leaders in their schools. Below are a few requirements that are put in place to ensure the improvement of teacher effectiveness:
Next, developing effective teachers and leaders. I wholeheartedly agree with the blueprint in regards to states and school districts using important strategies to recruit and develop effective teachers. According to the article, states could use funds to develop principals, help retain effective teachers and improve the certification process. Both states and school districts should seek to improve principal preparation programs and provide quality trainings to support those school leaders in high need schools. Additionally, funds should be use to develop and implement principal evaluation systems. This should be done in collaboration with teachers, principals, and other stakeholders. I believe this is all required in the preparation of developing strong teachers and leaders in our schools. Through my experience, school leaders and teacher need the support of professional development, additional trainings, effective evaluations, and strategies to retain good teachers. This plan does a great job at outlining what needs to happen but should provide more information about this is actually going to happen.
Reflection #5
Another Inconvenient Truth: Race and Ethnicity
Race and ethnicity is a topic that deserves much attention and is one that most people should not be afraid to discuss in open settings. According to an article called, High School Graduation Rate For Black Males Trails White Students about 53 percent of black males who entered ninth grade in the 2006-2007 school year graduated in four years. That compared with 78 percent of white and non-Latino males, and 58 percent of Latino males. It is evident based on the data above that race and ethnicity contributed to the opportunities for students to learn and how they respond to instruction. At a time like this in our country where there is clearly an academic gap, there is no wide spread reform to improve the education of kids from certain backgrounds. Most people think that what works for some students of different races work for students of another race. I agree, what we have to do is adjust our approach about getting all kids to learn. Race and ethnicity matters and should be something every school leader bring to the attention of their staff.
This article made me realize that race and ethnicity matters when it comes to maximizing learning opportunities and outcomes. It plays a huge part in teaching and learning describe in two ways: how students respond to instruction and curriculum and influence teachers’ assumptions/capabilities. Some would suggest that recognizing and adjusting one’s teaching methods to the unique needs of the students is discriminating. However, I disagree because students are different and should be treated as such. When teaching students of a different race, teachers should not lower their expectations but recognize their differences. According to the article, research on race-and ethnicity- related dispositions suggest that almost all of us, regardless of our skin color are biased against, or at least relatively uncomfortable with people whose race and ethnicity are different from our own (Greenwald, Pohlman, Uhlman, and Banaji, 2017).
Educators must take three critical steps that will help to implement a race- and ethnicity-responsive approach. Those steps are: understand how race affects teaching and learning, use race-and ethnicity- responsive teaching practices, and promote supportive school conditions. I am a member of Teach for America, a non profit organization that send recent college graduates into low income communities. The majority of corps members are white sent to teach black students. However, the organization has committed to understanding how race affects teaching and learning. When corps member first come into the organization, Teach for America emphasize and train corps members on how to deal with this sensitive topic. However, what I am noticing is that schools don’t follow up nor take advantage of this opportunity to educate our teachers on race and ethnicity matters. A study found that teachers who become active in antiracist projects broadened their understanding and were able to use their new skills in creating affirming learning environments for all their students (Donaldson, 2001). Understanding how race affects teaching and learning is very important and vital for the development of our students in this nation.
Next, using race- and ethnicity- responsive teaching practices. This is the second step in improving instruction for all students in our schools. School districts need to focus more on teacher quality rather than qualifications. It’s necessary to elevate standards to ensuring that our teaching have what it takes to education our kids so that they are fair to all students and understanding their racial differences. Some good practices include: respecting and being interested in students’ experiences ad cultural backgrounds, supporting higher-order learning, building on students’ prior knowledge, values, and experiences, avoiding stereotyping, adapting instruction to students’ semantics, accents, dialects, and finally engaging families directly in their children’s learning. Taking these practices into consideration is certainly what our educators need to become effective leaders and teachers and ultimately give all students the right to a quality education.
Finally, step three is promoting supportive school conditions. The structure and culture of a school is connected to the opportunities of students learning. If we are promoting educators to understand how race and ethnicity affects teaching and learning, and using race-and ethnicity- responsive teaching practices then we need school structures and cultures that would build and reinforce that. Essentially that means that all stakeholders must share the same belief to promote a racially sensitive school system and culture. This includes targeted and flexible grouping for instruction, access to and support for learning high level content, inclusive curriculums, and fair disciplinary rules and processes. I believe this is certainly a starting point for most schools as it relates to providing all kids with an education that is unbiased and supportive.
Reflection #6
What We Teach
In chapter two of Focus by Mike Schmoker, I was very intrigued by the perspective he presented here. The chapter focused on what we teach and provided some thought provoking statements about 21st century sills our kids need to become generational leaders. Curriculum may be the single largest factor that determines how many students in a school will learn (Marzano, 2003)(Schmoker, 25). I agree that the curriculum is a huge part in the development of learning for our students. It determines specific outcomes and is used as a vehicle to reach those specific outcomes. While curriculum is a huge piece of the educational puzzle, we as educators don’t need to reinvent the wheel. Rather, we need to incorporate the following strategies: adequate amounts of essential subject-area content, concepts, and topics, intellectual/thinking skills, and authentic literacy. Students need this type of education to really become successful in the future and reach their dreams whether that dream is college or not. It’s nothing new at all and I believe curriculum should be targeted to this approach.
Moreover, we need to focus our attention on preparing all students for college and becoming productive citizens in society. This should be the case, but often times educators’ focus on who is not college ready. However, any student could obtain admission qualifications of college when they have those essential skills necessary for college. One study, by ACT, found about a 90 percent overlap between the needs of workers and those who attend college, and recommends that “all high school students should experience a common academic core that prepares them for both college and workforce training, regardless of their future plans” (Schmoker, 27). If this is the case, why are so many schools lowering their standards and setting for students to just graduate from high school often times below grade level. The approach that Schmoker mentions in his book Focus shows us how every school could provide students with an adequate education that provide students with the option of attending college.
To achieve this goal of providing all students with an education that make college an option should include a curriculum that embodies the knowledge and critical thinking skills to read, write, and or talk. Schmoker approach is more literacy based while E.D. Hirsch argues that those skills are attained through studying a rich curriculum in math, literature, science, history, geography, music and art. I agree with both and but understand the importance of an inclusive education system where students grow in read but other subjects like math, science, writing and others. We can’t understand, much less critically evaluate, the ideas in a textbook, newspaper or magazine if they contain too much unfamiliar information (Schmoker, 31). This is developed through those early literacy skills, which could be incorporated in math and other subjects. Furthermore, under-developed literacy skills are the number one reason why students are retained, assigned to special education, given long-term remedial services and why they fail to graduate from high school (Schmoker, 34). I am still an advocate of literacy skills incorporated in other subjects. While this chapter encompasses a lot more, I am adamant about providing kids with curriculums that give them a chance at college. Yet, there are many approaches to this goal but I have not agreed on one specific way. I think there are multiple options but early literacy strategies is an option that should not be over looked.
Reflection #7
Motion Leadership: the Skinny on Becoming Change Savvy
Michael Fullan the author of Motion Leadership has helped me gain insight in my current position as a Curriculum Coordinator. Here he focuses on the ability of how to implement change, the reaction of others, and the expected return when implementing change. It’s profound in his approach of how to implement this change and something I reflected on since being introduced to it during class and reading the article. The Ready-Fire-Arm 9 Insights are: relationships first, honor the implementation dip, beware of fat plans, behavior before beliefs, communication during implementation is paramount, learn about implementation during implementation, excitement prior to implementation is fragile, take risks and learn, and it is okay to be assertive. The model has exposed me to something that I did not think about before. As a school leader, I often wanted immediate results and wanted to see change right away. However, I am reminded by this approach that change will ultimately come over time.
Relationships first deals directly with the leader’s approach to the people he/she is working with. The leader should not come on too strong, or risk the factor that the culture of the school will not comply. However, on the flip side the leader can’t be to relax or respect, thus the leader will become the status quo. This is an approach that instantly made me think about school reform leader, Michelle Rhee, former chancellor of DC Public Schools. Her approach was radical and overly aggressive which in turn caused the majority of her followers to rebel. While she made great gains and began to take the school system in the right direction, she was just too aggressive. She shut down schools, fired several hundred teachers and implemented policies that many didn’t agree with. While I agree that her interest of the students and their achievement was in the right place, her approach wasn’t. Reading this instantly made me think about that. She has been under fire for sometime, but I think this article or understanding of this approach would have benefited her greatly.
Next, I reflect on something we discussed about in class, the implementation dip. At first, when this was presented I was thinking about the myth that as soon as changed is introduced the performance of the company increase immediately. This is the myth that most people think when change is introduced. But that is not the case.
In the image above, you can see the implementation dip. Stated earlier, you can see the perceived performance gap which is a myth. But you can see when change is introduced there is an immediate dip as a result of this change. Overall time, the actual performance increases. So as a leader I have to be cognizance of this dip and the expected return over a period of time.
To conclude I want to reflect on communication during implementation. Fullan states that this communication is paramount when done the correct way, which I agree with. Communication is a huge component of change and should not be taken lightly. Communication is a way to identify problems but should be two-way. This is key because in change nothing is going to be perfect therefore this has to happen. It’s essential to solve problems and become aligned on a common goal and vision. Understanding these principles has helped me thus far and will look for the results of change over a period of time.
Reflection #8
Leaving Nothing to Chance
This is not an article that we discussed in class directly but I felt compelled to reflect on it. Principals from high performing, high-poverty, and high minority school discuss what they believe it takes for students to achieve. Growing up in a high-poverty neighborhood, I can attest to the notion that most of the schools in that system are not performing amongst the best schools in the nation. However there is myth about low-income students and students of color. Some believe that these students are so far behind that schools should not expect them to perform at higher levels. However, it is true in a general sense that high-poverty and high-minority schools are low in achieving. I am placed at a school where most people consider challenging and witness students achieving at high level. The school is in a city where over 50 percent of the residents are illiterate—Detroit. High-performing schools in high-poverty communities across America do exist and there offer hope to schools about what minority students can do.
Chenoweth spend six years visiting 24 high-performing, high-poverty, and high-minority schools in America and offer some solutions about how they are achieving but most standards success with their students. Here are some of his solutions: it’s everyone job to run the school, inspect what you expect and expect that all students will meet or exceed standards, be relentlessly respectful, use students achievement data to evaluate decisions, and do whatever it takes to make sure students learn. I believe that these solutions are certainly a starting point for getting all schools that are not high performing to a place of success. To begin, we discussed the position of all persons running the school. As a principal when a problem arises, everyone focus on finding the solution, which is key for a principal. This provides the principal with the opportunity of focusing on student achievement. In my school this is the approach that everyone takes. The staff doesn’t wait for someone to solve the problem but approach every situation as if they run the school. Students understand this and respect the fact that everyone around them. Here I quickly think about the leader versus the manager responsibilities. If the school leader has an approach that everyone is the leader than it frees the principal to maintain a level of focus on student achievement.
Second, school leaders have to inspect what they expect. Principals can’t just expect students to perform at high standards, but they must inspect or provide a critical eye that ensures all education understand that their focus is on student achievement. This means that they as school leaders must continue to look at student data in a reading problem is meeting their standards. If this is not the case then the principal must find interventions for those students that are not meeting their standards. However if teacher still come up short or don’t help these students then it’s up to the principal to find trainings that would provide the teachers with the skills necessary to meet their short-coming.
Schools in high-poverty communities must be relentlessly respectful. At the schools that Chenoweth visited, one thing was in common: principals treat their students and teachers the way people are suppose to treat one another with respect. At a school in Kansas one principal stated to her staff that she would never reprimand them with the exception of speaking to children inappropriately. To me, this shows what this standard is all about, respect. She modeled how to speak to kids despite the disrespect that can come from students sometimes which is an example of building strong relationships amongst the staff, teachers and students. If teachers are respectful, then students will be respectful. What if this is not the case? Then those students need the appropriate support for their actions. If the school leader starts with respect for the staff, teachers, and students that the effects spread to the entire school and strengthen relationship to improve student achievement.
Lastly using student achievement data to evaluate decisions and doing whatever it takes to make sure students learn it very important. It helps to determine where the students need to go as it relates to student achievement. Data helps with decision making and ensuring not only if students are achieving but it teachers are teaching. It clear based on the data where the class is at and the levels of mastery. However, everyone must have a whatever it takes attitude and mindset to ensure students are learning and staff members are being supported. I believe in the five standards mentioned and witness them on a daily bases. It’s effective at my school and I believe it would work at other school if the implementation is right.
Management and Leadership: What’s the Difference?
Management and leadership are two skills that all principals need to successfully run and maintain a school. To me this topic is carefully correlated to the development of students across the nation but more importantly students in urban environments. Through classroom discussions and reading The Boss of the Whole School, it’s a topic that caught my interest immediately and one that I reflected on for sometime. I believe that both, management and leadership are essential skills to have as a school leader but have noticed through my journey in education that most principals are more managers than leaders, hence the reason why so many students in urban communities are failing or not reaching their full potential. Should both management and leadership remain separate from one another or is it possible to merge the two? Even at a mid-career stage, most principals are still unable to merge these two roles successfully, but can nevertheless easily recite the attributes of each function (Hebert, 15). I have been stuck in the middle on these very two topics, but understand that it’s the role of the principal to join the two roles into one.
It is without question that both management and leadership are needed to effectively run a school. Management focuses on solving problems with an efficient regard to time and resources, is quick-paced and immediate, and often requires a rapid-fire staging of responses (Hebert, 15). Management is being very involved and engaged in the day-to-day operations. Such things as spending time on the phone, arranging for bus pick up, lunch duty, dismissal, traffic duty in the morning or after school, or fixing the copier in the teacher’s lounge. Many people would consider these responsibilities as management. Indeed, I would firmly agree that those are management issues but could and should be connected to leadership as well. I think the importance of the management activities of the principal should often include some level of reflection to increase the efficiency of the tasks being performed.
School principals are expected to be, first, the leader but also the manager of the school, and yet the difference between these two roles is often not clearly understood by principals (Hebert, 23). Leadership both demands times and spans of times. Its pace and rhythm are slow and reflective. Leadership seeks to examine problems and issues in depth, to identify possible connections with larger goals and initiatives of the organization, and to resolve problems within that larger context (Hebert, 15). Leadership requires the principal to be very reflective in their day-to-day operations. Seeking to gain perspective about where things are currently and where things will be one week, two weeks, or months away. In addition, leadership revolves around vision and knowing where you want to take the school.
Hebert used a metaphor to refer to the leader ability to reflect: Achieving a balcony perspective means taking yourself out of the dance, in your mind, even if only for a moment. The only way you can gain both a clearer view of reality and some perspective on the bigger picture is by distancing yourself from the fray (Hebert, 18). This metaphor helped me understand what leadership really is about. Good leaders have to be able to reflect on what is currently happening and adjust as necessary. Leaders have to be able to step back amidst all that is occurring in the school to really gain some perspective.
Discussing leadership and management as it relates to the school leader made me observe my current school principal to see how he is handling both. I work in a charter school that is broken up into four academies: Primary (pk-2nd), Elementary (3rd- 5th) , Junior (6th-8th), and ECE (9th- 11th). My principal of the elementary academy supervise 15 teachers. It’s very interesting to observe him because he is very active in every aspect of the school. In the morning you can find him walking through the halls talking to the teachers, ensuring students backpacks are placed in the lockers correctly, supervising lunch duty, popping into classrooms, and managing dismissal. With this type of the schedule it’s really hard to imagine how he is leading and managing at the same time. However, throughout his schedule he is very reflective on what is happening around him. It’s rewarding to actually see this type of leadership in action because it reminds me that it’s possible to do both. I spoke to him about it and he stated, “Its absolutely necessary for me to maintain this type of leadership and ensure that kids are performing at high levels which would help trusted stakeholders know that we are striving for the best.”
To conclude, I am inspired by the importance of management and leadership and know that it is possible to do both. If we as a nation is ever going to get to a place where all kids are performing exceptionally well, we must understand how to merge leadership and management. Currently, I am being more reflective on my day-to-day operations but must continue to work on my craft. I find great pleasure in the day-to-day operations but sometimes forget the importance of reflecting and maintaining the vision I started with. As I continue my work this year and for years to come, I will keep in mind the importance of both leadership and management and seek multiple ways to merge the two in my current role at a curriculum leader.
Reflection 2
Hiring Process
Hiring teaching is something that is constantly at the forefront of a school leaders’ thought process. It’s a process that most than often times could be long and draining depending on how affective the process is and who is involved in the process. No one likes turnover, in fact its proven that longevity is the key that keeps the school running and is beneficial to the success and academic success of the school. In The Boss of the Whole School, Hebert gives me some insightful ideas and suggestions about the interview process and ways to react when teachers decide they are leaving and you decide to bring new teachers on board. However, I understand that it’s the principal who should seek to maximize every opportunity to find the best person for the vacancy and ensure that the teacher leaving feels comfortable or at least express why they are leaving.
Hebert mentioned three important guidelines about hiring that took me sometime to understand and fully comprehend. Those guidelines are: react in a supportive manner when teachers announce they’re leaving, encourage staff to inform you early even if they are just considering leaving, and always anticipate the possibility of a vacancy on your staff for the coming year. I wholeheartedly agreed with Hebert’s guidelines about hiring and how to conduct yourself in a way that will be beneficial to the success of your school. First, react in a supportive manner when teacher announce they’re leaving is very important for a number of reasons. Your reaction is vital because this is someone who worked under your leadership and understands the processes and systems at the school. In addition, this person communicates with the faculty on a daily basis. Reacting in a supportive manner is the right thing to do, and it may bring this news to you sooner rather than later (Hebert, 56). Next, encourage staff to inform you early even it they are just considering leaving is another important guideline. It’s helpful for a principal to know that a teacher is tentative about returning so that you can keep a good candidate in mind or stay in contact with possible candidates (Hebert, 56). This is very important for the longevity of the school. Acting in the best interest of the school, I want to ensure that the turnover in the school would be smooth and ultimately we hire the best candidate should this teacher decide to leave. Lastly, always anticipate the possibility of a vacancy on your staff for the coming year (Hebert, 57). This is the one that I wrestled with for sometime. Why should I as the leader of the school anticipate a vacancy for the coming year? If I were doing a great job, then the entire staff would want to come back right? Not necessary and Hebert explains that the hiring clock does not start ticking when a teacher tells you they are leaving. It is always ticking, so use it to your advantage (Hebert, 57). Indeed, I never thought about the importance of this but she is absolutely correct. Through my experience, I have spoke to team members who often talked about applying for other jobs so I know it’s on the forefront of their thinking.
Hebert goes on to talk about finding candidates for vacancies and new positions and looking at resumes. Currently, I work with several student teachers that work at my school. They began to learn the culture of the school and system and it’s a great idea to start with those teachers when I consider hiring a new teacher.
Hebert talks about the limitations to the hiring process, which is the pool of candidates available to you at the particular time you are hiring (Hebert, 61). However, if I maintain healthy open relationships with former teacher and members of our staff, then I am already one step ahead of the hiring process. Depending on how long I have been at the school as principal, it’s a good idea to hang onto the resumes that I have gather over the years just in case a vacancy becomes available. Lastly, Hebert talks about networking the colleagues in other school districts could prove to be beneficial. While I would be afraid of the competition, I have to remember that we are not all looking for the same kind of candidates. Each leader is different and often are looking for candidates that fit our unique needs.
Looking at resumes is another important factor when deciding or looking at to fill vacancies. For me this, I think this is the hardest process of the job when looking to fill a vacancy, but one of the most important. Without question, I want to be very much involved in the preliminary process and will work to design an effective process that will hopefully help our school hire the best and brightest teachers. However, I think when I first become a school leader, I will involve the superintendent to gain the appropriate guidance on the hiring process. I still do not have a process of how I will sort through all of the resumes but I will look for the schools candidates attended, their work experience and leadership opportunities they participated in. Ultimately, it would come down to the interview process and how well the candidate is able to articulate their experiences in education and if they are a good fit for our school system.
Last but certainly not least, the interview process is a huge component in our hiring process. Usually, a good committee is one that includes the perspective of a diverse faculty community (Hebert, 62). For me, I will select the final candidates and present them to the interview committee. I think it is important for me to be diverse with students, parents, teachers, and other leaders. Having such a diverse committee would enable me the chance to get a different perspective from several members and allow the candidate to connect and express themselves to multiple people. It is important that members of this committee understand the goal and what we as a school district is looking for. While this is just the beginning, I know the importance of hiring teachers and the benefits of having an efficient process that will allow the candidates to feel that it’s a fair process.
Reflection #3
The Myth of the Superprincipal
Reading the article The Myth of the Superprincipal is one that has stuck with me for sometime. In fact, reading about the multiple responsibilities of the principal started to frighten me, not because I don’t think I can do the job, rather the demand that is placed on the principal. Indeed, most stakeholders look to the principal as the primary person who is responsible for any and everything that happens in the school. Which to a degree is true but involves more than just the principal to ensure the success of the school. In the article, the author gives this job description that exceeds the normal responsibilities of the principal. This list of responsibilities is what initially frightened me but for a brief moment. While the role of principal is very demanding, I believe with the right training and support it’s possible for me to become a successful school leader.
The article starts with the job description of the principal before suggesting that principals are in high demand. This high demand has caused a shortage of principals’ nation wide. A recent survey jointly commissioned by two principals’ groups indicates that fewer and fewer qualified people want the principal’s job (Copland, 529). Being a principal is a job that impacts the educational outcomes of so many students, so I wonder why this shortage is the case. Why are so many afraid to take on the responsibility to improve the conditions of our society? The article points to the shifting of demands, huge workloads, and lack of job security. These are some of the major causes of the job shortage for principals. While I am not a principal yet, I would have to agree based on observations from my school’s principal. To me, education has certainly shifted over the last decade or two. Some may say that these are all problems that leaders before my time all experienced.
If prompted, veteran principals will tell you that the expectations associated with the principalship have mushroomed over the past 20 years. Principals are now commonly portrayed as the key actors in school-level reform and face an audience of multiple constituencies who are ever more critical of their craft (Copland, 529). These expectations are sometimes unrealistic and often times not possible. To a degree, the expectations placed on the principal are designed for failure and often leads to just that---failure. They are counted on to ensure learning for every pupil in an increasingly diverse student population, while at the same time they are charged with infusing new technologies throughout their schools and fostering the professional growth of faculty and staff members (Copland, 529). While, I agree that principals should be held accountable for the outcomes of their students, it’s difficult to ensure that learning is the priority when there are so many demands on the principal.
I am still trying to fully understand this shift of demand on principals and how it all came about. Copland suggest that principals have brought this on themselves because of their thirst of control and inability to let go of duties that might be delegated to others within the organization. However, I disagree with Copland on this point. Our educational system is experiencing major reforms and changes and with those changes come higher demands for our school leaders.
The article goes a little deeper into the myth of the superprincipal and introduces the literature-based conceptions of principal leadership. Philip Hallinger model consisted of three broad categories of leadership practice: defining the school’s mission, managing the instructional program, and promoting school climate. For me, I think those responsibilities are reasonable and provides the principal with the chance of really moving the school forward. Copland goes on to say that both moral and managerial leadership is another responsibility of the principal.
Taking all of this into account, my fear has turned into excitement because of the possibility that is in front me. In school districts across the country, students are not receiving a quality education that will prepare them to compete in a global society. Therefore, I am adamant about taking on the role of the principal. I will be the first to admit that I don’t know it all but I realize what’s at stake for our young people. For the way things seem, the educational system will continue to place multiple responsibilities on the principal. Understanding that, I must prepare myself to be surrounded around persons who is committed and don’t mind rolling their sleeves up to do a little work.
Reflection #4
Elementary and Secondary Education Act—Great Teachers, Great Leaders
Presenting my round table on The Reauthorization of the Elementary and Secondary Education Act provided me with insight on what to expect in education in the coming years. Dr. Klein and my colleagues have shown me the importance of being abreast of the issues and policies that are changing in the educational landscape. A Blueprint for Reform was interesting to read and great to listen to my colleagues present on but it was just that, a blueprint. I left with many unanswered questions and thoughts about the how the educational system is changing. While I presented on Great Teachers, Great Leaders it appears that the entire document was vague in its approach to making all of this happen. However, there are some things that I really agree with and want to express my standpoint on.
First, there are many aspects of the educational system that affects the outcomes of our
students. However, one of the most important relationships that determine the success of the students is the relationship between the student and the teacher. Great teachers can make the difference between those students that are successful and those students that are being socially promoted. Essentially, Great Teachers, Great Leaders is about what we can do as a nation to retain the best teachers and leaders in our school system. Essentially, our teacher and school leaders need the access to gain information about how to build on their craft and ensure that our schools are not just expected to excel academically but to become productive citizens in society.
Formula grant programs are noncompetitive awards based on a predetermined formula. In the blueprint, formula grants are a huge part that will help to improve the effectiveness of teachers and leaders and make sure all students are learning from effective teachers and leaders. However, states and districts may decide on how they will spend the funds to meet their specific needs but has to show they are meeting those specific needs of the teachers and leaders in their schools. Below are a few requirements that are put in place to ensure the improvement of teacher effectiveness:
- There should be a state-level data system that provides vital information on teacher and principal preparation programs.
- District-level evaluation system that differential teachers and principals according to their effectiveness. However, their effectiveness should be measured across three performance levels.
- There must me a statewide definition of what effective teacher and effective principal is which is developed with other teachers, principals and stakeholders.
Next, developing effective teachers and leaders. I wholeheartedly agree with the blueprint in regards to states and school districts using important strategies to recruit and develop effective teachers. According to the article, states could use funds to develop principals, help retain effective teachers and improve the certification process. Both states and school districts should seek to improve principal preparation programs and provide quality trainings to support those school leaders in high need schools. Additionally, funds should be use to develop and implement principal evaluation systems. This should be done in collaboration with teachers, principals, and other stakeholders. I believe this is all required in the preparation of developing strong teachers and leaders in our schools. Through my experience, school leaders and teacher need the support of professional development, additional trainings, effective evaluations, and strategies to retain good teachers. This plan does a great job at outlining what needs to happen but should provide more information about this is actually going to happen.
Reflection #5
Another Inconvenient Truth: Race and Ethnicity
Race and ethnicity is a topic that deserves much attention and is one that most people should not be afraid to discuss in open settings. According to an article called, High School Graduation Rate For Black Males Trails White Students about 53 percent of black males who entered ninth grade in the 2006-2007 school year graduated in four years. That compared with 78 percent of white and non-Latino males, and 58 percent of Latino males. It is evident based on the data above that race and ethnicity contributed to the opportunities for students to learn and how they respond to instruction. At a time like this in our country where there is clearly an academic gap, there is no wide spread reform to improve the education of kids from certain backgrounds. Most people think that what works for some students of different races work for students of another race. I agree, what we have to do is adjust our approach about getting all kids to learn. Race and ethnicity matters and should be something every school leader bring to the attention of their staff.
This article made me realize that race and ethnicity matters when it comes to maximizing learning opportunities and outcomes. It plays a huge part in teaching and learning describe in two ways: how students respond to instruction and curriculum and influence teachers’ assumptions/capabilities. Some would suggest that recognizing and adjusting one’s teaching methods to the unique needs of the students is discriminating. However, I disagree because students are different and should be treated as such. When teaching students of a different race, teachers should not lower their expectations but recognize their differences. According to the article, research on race-and ethnicity- related dispositions suggest that almost all of us, regardless of our skin color are biased against, or at least relatively uncomfortable with people whose race and ethnicity are different from our own (Greenwald, Pohlman, Uhlman, and Banaji, 2017).
Educators must take three critical steps that will help to implement a race- and ethnicity-responsive approach. Those steps are: understand how race affects teaching and learning, use race-and ethnicity- responsive teaching practices, and promote supportive school conditions. I am a member of Teach for America, a non profit organization that send recent college graduates into low income communities. The majority of corps members are white sent to teach black students. However, the organization has committed to understanding how race affects teaching and learning. When corps member first come into the organization, Teach for America emphasize and train corps members on how to deal with this sensitive topic. However, what I am noticing is that schools don’t follow up nor take advantage of this opportunity to educate our teachers on race and ethnicity matters. A study found that teachers who become active in antiracist projects broadened their understanding and were able to use their new skills in creating affirming learning environments for all their students (Donaldson, 2001). Understanding how race affects teaching and learning is very important and vital for the development of our students in this nation.
Next, using race- and ethnicity- responsive teaching practices. This is the second step in improving instruction for all students in our schools. School districts need to focus more on teacher quality rather than qualifications. It’s necessary to elevate standards to ensuring that our teaching have what it takes to education our kids so that they are fair to all students and understanding their racial differences. Some good practices include: respecting and being interested in students’ experiences ad cultural backgrounds, supporting higher-order learning, building on students’ prior knowledge, values, and experiences, avoiding stereotyping, adapting instruction to students’ semantics, accents, dialects, and finally engaging families directly in their children’s learning. Taking these practices into consideration is certainly what our educators need to become effective leaders and teachers and ultimately give all students the right to a quality education.
Finally, step three is promoting supportive school conditions. The structure and culture of a school is connected to the opportunities of students learning. If we are promoting educators to understand how race and ethnicity affects teaching and learning, and using race-and ethnicity- responsive teaching practices then we need school structures and cultures that would build and reinforce that. Essentially that means that all stakeholders must share the same belief to promote a racially sensitive school system and culture. This includes targeted and flexible grouping for instruction, access to and support for learning high level content, inclusive curriculums, and fair disciplinary rules and processes. I believe this is certainly a starting point for most schools as it relates to providing all kids with an education that is unbiased and supportive.
Reflection #6
What We Teach
In chapter two of Focus by Mike Schmoker, I was very intrigued by the perspective he presented here. The chapter focused on what we teach and provided some thought provoking statements about 21st century sills our kids need to become generational leaders. Curriculum may be the single largest factor that determines how many students in a school will learn (Marzano, 2003)(Schmoker, 25). I agree that the curriculum is a huge part in the development of learning for our students. It determines specific outcomes and is used as a vehicle to reach those specific outcomes. While curriculum is a huge piece of the educational puzzle, we as educators don’t need to reinvent the wheel. Rather, we need to incorporate the following strategies: adequate amounts of essential subject-area content, concepts, and topics, intellectual/thinking skills, and authentic literacy. Students need this type of education to really become successful in the future and reach their dreams whether that dream is college or not. It’s nothing new at all and I believe curriculum should be targeted to this approach.
Moreover, we need to focus our attention on preparing all students for college and becoming productive citizens in society. This should be the case, but often times educators’ focus on who is not college ready. However, any student could obtain admission qualifications of college when they have those essential skills necessary for college. One study, by ACT, found about a 90 percent overlap between the needs of workers and those who attend college, and recommends that “all high school students should experience a common academic core that prepares them for both college and workforce training, regardless of their future plans” (Schmoker, 27). If this is the case, why are so many schools lowering their standards and setting for students to just graduate from high school often times below grade level. The approach that Schmoker mentions in his book Focus shows us how every school could provide students with an adequate education that provide students with the option of attending college.
To achieve this goal of providing all students with an education that make college an option should include a curriculum that embodies the knowledge and critical thinking skills to read, write, and or talk. Schmoker approach is more literacy based while E.D. Hirsch argues that those skills are attained through studying a rich curriculum in math, literature, science, history, geography, music and art. I agree with both and but understand the importance of an inclusive education system where students grow in read but other subjects like math, science, writing and others. We can’t understand, much less critically evaluate, the ideas in a textbook, newspaper or magazine if they contain too much unfamiliar information (Schmoker, 31). This is developed through those early literacy skills, which could be incorporated in math and other subjects. Furthermore, under-developed literacy skills are the number one reason why students are retained, assigned to special education, given long-term remedial services and why they fail to graduate from high school (Schmoker, 34). I am still an advocate of literacy skills incorporated in other subjects. While this chapter encompasses a lot more, I am adamant about providing kids with curriculums that give them a chance at college. Yet, there are many approaches to this goal but I have not agreed on one specific way. I think there are multiple options but early literacy strategies is an option that should not be over looked.
Reflection #7
Motion Leadership: the Skinny on Becoming Change Savvy
Michael Fullan the author of Motion Leadership has helped me gain insight in my current position as a Curriculum Coordinator. Here he focuses on the ability of how to implement change, the reaction of others, and the expected return when implementing change. It’s profound in his approach of how to implement this change and something I reflected on since being introduced to it during class and reading the article. The Ready-Fire-Arm 9 Insights are: relationships first, honor the implementation dip, beware of fat plans, behavior before beliefs, communication during implementation is paramount, learn about implementation during implementation, excitement prior to implementation is fragile, take risks and learn, and it is okay to be assertive. The model has exposed me to something that I did not think about before. As a school leader, I often wanted immediate results and wanted to see change right away. However, I am reminded by this approach that change will ultimately come over time.
Relationships first deals directly with the leader’s approach to the people he/she is working with. The leader should not come on too strong, or risk the factor that the culture of the school will not comply. However, on the flip side the leader can’t be to relax or respect, thus the leader will become the status quo. This is an approach that instantly made me think about school reform leader, Michelle Rhee, former chancellor of DC Public Schools. Her approach was radical and overly aggressive which in turn caused the majority of her followers to rebel. While she made great gains and began to take the school system in the right direction, she was just too aggressive. She shut down schools, fired several hundred teachers and implemented policies that many didn’t agree with. While I agree that her interest of the students and their achievement was in the right place, her approach wasn’t. Reading this instantly made me think about that. She has been under fire for sometime, but I think this article or understanding of this approach would have benefited her greatly.
Next, I reflect on something we discussed about in class, the implementation dip. At first, when this was presented I was thinking about the myth that as soon as changed is introduced the performance of the company increase immediately. This is the myth that most people think when change is introduced. But that is not the case.
In the image above, you can see the implementation dip. Stated earlier, you can see the perceived performance gap which is a myth. But you can see when change is introduced there is an immediate dip as a result of this change. Overall time, the actual performance increases. So as a leader I have to be cognizance of this dip and the expected return over a period of time.
To conclude I want to reflect on communication during implementation. Fullan states that this communication is paramount when done the correct way, which I agree with. Communication is a huge component of change and should not be taken lightly. Communication is a way to identify problems but should be two-way. This is key because in change nothing is going to be perfect therefore this has to happen. It’s essential to solve problems and become aligned on a common goal and vision. Understanding these principles has helped me thus far and will look for the results of change over a period of time.
Reflection #8
Leaving Nothing to Chance
This is not an article that we discussed in class directly but I felt compelled to reflect on it. Principals from high performing, high-poverty, and high minority school discuss what they believe it takes for students to achieve. Growing up in a high-poverty neighborhood, I can attest to the notion that most of the schools in that system are not performing amongst the best schools in the nation. However there is myth about low-income students and students of color. Some believe that these students are so far behind that schools should not expect them to perform at higher levels. However, it is true in a general sense that high-poverty and high-minority schools are low in achieving. I am placed at a school where most people consider challenging and witness students achieving at high level. The school is in a city where over 50 percent of the residents are illiterate—Detroit. High-performing schools in high-poverty communities across America do exist and there offer hope to schools about what minority students can do.
Chenoweth spend six years visiting 24 high-performing, high-poverty, and high-minority schools in America and offer some solutions about how they are achieving but most standards success with their students. Here are some of his solutions: it’s everyone job to run the school, inspect what you expect and expect that all students will meet or exceed standards, be relentlessly respectful, use students achievement data to evaluate decisions, and do whatever it takes to make sure students learn. I believe that these solutions are certainly a starting point for getting all schools that are not high performing to a place of success. To begin, we discussed the position of all persons running the school. As a principal when a problem arises, everyone focus on finding the solution, which is key for a principal. This provides the principal with the opportunity of focusing on student achievement. In my school this is the approach that everyone takes. The staff doesn’t wait for someone to solve the problem but approach every situation as if they run the school. Students understand this and respect the fact that everyone around them. Here I quickly think about the leader versus the manager responsibilities. If the school leader has an approach that everyone is the leader than it frees the principal to maintain a level of focus on student achievement.
Second, school leaders have to inspect what they expect. Principals can’t just expect students to perform at high standards, but they must inspect or provide a critical eye that ensures all education understand that their focus is on student achievement. This means that they as school leaders must continue to look at student data in a reading problem is meeting their standards. If this is not the case then the principal must find interventions for those students that are not meeting their standards. However if teacher still come up short or don’t help these students then it’s up to the principal to find trainings that would provide the teachers with the skills necessary to meet their short-coming.
Schools in high-poverty communities must be relentlessly respectful. At the schools that Chenoweth visited, one thing was in common: principals treat their students and teachers the way people are suppose to treat one another with respect. At a school in Kansas one principal stated to her staff that she would never reprimand them with the exception of speaking to children inappropriately. To me, this shows what this standard is all about, respect. She modeled how to speak to kids despite the disrespect that can come from students sometimes which is an example of building strong relationships amongst the staff, teachers and students. If teachers are respectful, then students will be respectful. What if this is not the case? Then those students need the appropriate support for their actions. If the school leader starts with respect for the staff, teachers, and students that the effects spread to the entire school and strengthen relationship to improve student achievement.
Lastly using student achievement data to evaluate decisions and doing whatever it takes to make sure students learn it very important. It helps to determine where the students need to go as it relates to student achievement. Data helps with decision making and ensuring not only if students are achieving but it teachers are teaching. It clear based on the data where the class is at and the levels of mastery. However, everyone must have a whatever it takes attitude and mindset to ensure students are learning and staff members are being supported. I believe in the five standards mentioned and witness them on a daily bases. It’s effective at my school and I believe it would work at other school if the implementation is right.