Essay - Public School Paradigm Paradigm Reflection of a School Administrator According...


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Public School Paradigm

***** Reflection of a ***** Administrator

***** to the article, "Leadership Characteristics that Promote School Change," authored by the Southwest Educational Development Laboratory, one of ***** most currently problematic aspects ***** the paradigm of leadership offered for public school administers is ***** in all educational organizations there ***** an assumption that all leaders of educational change should be both leaders and managers. For instance, the administering principal is usually responsible for ***** school's vision as well ***** setting forth the practical policy ***** in-class steps needed to attain that vision. (SEDL, 2004)

*****, another assumption about leaders who change their school organizations is ***** only admin*****trators can and will be competent leaders, in other words that teachers cannot otter both management and administration capacities in addition to their ***** responsibilities within the classroom. (SEDL, 2004) Thus, administra*****rs are left with much to do in terms of goal setting, but teachers have little input into those *****s, while administrators have little say in how teachers achieve that vision within their *****s.

But the instructional leadership paradigm denies both *****s of administrative and teacher responsibilities. It attempts to integrate teachers, administers, and other personnel in achiev*****g an educational ***** *****d implementing that vision in a constructive ********** practical fashion. Also described as a multidimensional construct. Instructional leadership is defined by such managerial characteristics ***** as high expectations ***** students and teachers, an emph*****is on instruction, provision of pr*****essional development, and use of data to evaluate students' progress among ***** measures. Instructional ***** has also been found to be a significant factor in facilitating, improving, and promoting the academic ***** of students.

For instance, in a ***** th*****t was recently subject to new st*****ardized testing standards, ***** ***** would not simply be 'taught the test,' in a narrow *****. Ra*****r ***** would receive ***** in ***** of ***** professional ***** as to the new testing protocols and educational standards demanded of the proficiency test. Then, ***** administers of the public schools under examination ***** engage in dialogue with the *****structors as to ***** ***** *****st ***** potentially ***** material in a ********** fashion *****to the curriculum as a whole, for *****ll students in all classes. They would ***** so in a fashion ideally, so as to not merely prepare ***** ***** take the ***** in rote *****, but to make the new information a vit*****l part ***** the extant educational process. (SEDL, 2004)

***** ***** leadership is subject to quality controls in-house. As ***** of the paradigm, ***** school teachers are consistently and regularly *****d by administers, ***** administers receive feedback in a concrete and constructive fashion through evaluations by *****structors, students, and parents that come into contact ***** *****m. Learning be*****s a holistic experience of the school, and there is a strong trust, responsibility *****nd faith placed in teachers by administers as teachers are assumed to have a vested interest in, and a sense of history *****, the ***** community.

It is s*****id that "while adm*****istrators' visions tend to

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