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

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Public School Paradigm

***** Reflection of a School Administrator

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

*****, another assumption about leaders who change their school organizations is that only administrators can and will be competent leaders, in other words that teachers *****not otter both management and administration capacities in addition to their educational 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 goals, while administrators have little say in how teachers achieve that vision ***** their *****s.

***** 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 ***** ***** *****d implementing that vision in a constructive and ***** fashion. Also described as a multidimension*****l construct. Instructional leadership is defined by such managerial characteristics such as high expectations ***** students ***** teachers, an emph*****is on instruction, pro***** of professional development, and use of data to evaluate students' progress among ***** measures. Instructional leadership has also been found to be a signific*****nt factor in facilitating, improving, and promoting the academic progress of students.

For instance, in a school that was recently subject to new standardized testing standards, the students would not simply be 'taught the test,' in a narrow *****. Rather ***** would receive ***** ***** ***** of ***** professional development as to the new testing protocols and educational ***** demanded of the proficiency test. Then, ***** ***** of the public schools under examination would engage in dialogue with the ********** as to ***** to best integrate potentially ***** material in a constructive fashion in***** the curriculum as a whole, for all students ***** all classes. They ***** ***** so in a fashion ide*****y, so as to ***** merely prepare students ***** take the test ***** rote fashion, but to make the new in*****mation a vital part of the extant educational process. (SEDL, 2004)

***** instructional leadership is subject to quality controls in-house. As part of ***** *****, public school teachers are consistently and regularly evaluated by administers, while administers receive feedback in a concrete and ***** fashion through evaluations by *****structors, *****, and parents that come into contact with them. Learning becomes a holistic experience of the school, and ***** is a strong trust, responsibility and faith placed in teachers by administers as teachers are assumed to ***** a vested interest in, ***** a sense ***** history of, the school community.

***** is said that "while administrators' visions tend to


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