The Shared Leadership Initiative|Quick homework help

Posted: February 13th, 2023

In addition to teacher leadership positions, school administrators also identify non-teacher leadership positions in different areas of a school. School administrators need to establish criteria that align with district personnel policies and practices by which to both select and monitor the success of the leadership team members they have chosen. When determining the criteria, administrators should also consider the current school climate and culture to keep and work to sustain a positive school culture.

In preparation for this assignment, refer to the list of non-administrator/non-instructional leadership positions generated in the Topic 1 organizational chart. You are a principal and have been asked to implement a new policy for filling these non-administrative/non-instructional leadership positions occupied by teachers, staff, and other stakeholders.

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Write a 250-500 word narrative identifying a protocol for the annual selection process that includes:

  • Objectives, measurable criteria used to assess applicants for any non-administrative/non-instructional positions.
  • Protocol to ensure an unyielding commitment to the positive school culture including staff morale, shared leadership, collaboration, trust, and a student-centered environment is supported.
  • Strategies for promoting effective team/group dynamics in the newly developed process.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Identifying Leader Positions

 

Darius Washington

Grand Canyon University

EAD 533

Professor Bebee

January 28, 2023

 

 

 

A principal can support the school’s vision by assigning or identifying leadership responsibilities to individuals who possess the skills and dispositions that align with the school’s mission and goals. By providing opportunities for teachers and staff to take on leadership roles, the principal is promoting a culture of collaboration and shared decision-making, which can lead to increased ownership and buy-in from the school community (Oplustic, 2020). Additionally, by assigning leadership responsibilities to individuals who possess the appropriate dispositions, such as a strong work ethic, positive attitude, and a commitment to student success, the principal can model and promote these dispositions throughout the school. Furthermore, by providing opportunities for teachers and staff to take on leadership roles, the principal is promoting a culture of learning and growth, which can lead to increased student achievement.

Assigning leadership responsibilities carefully and thoughtfully is important to ensure a positive school environment and learning culture because it ensures that the individuals selected for leadership roles possess the necessary skills, knowledge and dispositions to effectively carry out their responsibilities. Failure to select individuals carefully can be detrimental to the environment and learning culture in a number of ways. For example, if an individual who is selected for a leadership role does not possess the necessary skills or dispositions to carry out their responsibilities, it can lead to ineffective leadership and a lack of progress towards achieving the school’s goals. Furthermore, if the individual selected for a leadership role is not a positive role model, they can negatively impact the school’s culture and morale (Watson-Vandiver & Wiggan, 2020). For example, if an individual who is selected as a department chair and is not well-versed in curriculum development, it can lead to ineffective instruction, low student achievement, and frustration among the teachers. Additionally, if the individual selected as the department chair is not a positive role model, they may not be able to inspire and lead the teachers in a way that promotes a culture of excellence and a positive learning environment.

 

References

Oplustic, S. Y. (2020). Role of a Principal Supervisor in Fostering Principal Development to Support Instructional Improvement and a Positive School Climate – ProQuest. Www.proquest.com. https://search.proquest.com/openview/3076fcf59247a84a6cc259544da55e17/1?pq-origsite=gscholar&cbl=18750&diss=y

Watson-Vandiver, M. J., & Wiggan, G. (2020). An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care. Journal of Education, 201(2), 96–115. https://doi.org/10.1177/0022057420904376

 

 

 

Instructional and non-instructional leadership positions

 

 

Lead Teacher

 

 

Literacy Coach

 

 

Attributes

 

 

Strong knowledge of content area

 

 

Ability to lead and mentor other teachers

 

 

Ability to work collaboratively with colleagues and administrators.

 

 

Attributes

 

 

Safety Coordinator

 

 

Attributes

 

 

Expertise in literacy instruction

 

 

Ability to provide professional development

 

 

Parent-Teacher Organization (PTO) President

 

 

Technology Coach

 

 

Strong communication

 

 

Collaboration skills.

 

 

Attributes

 

 

Strong knowledge of technology tools and resources

 

 

Ability to provide professional development

 

 

Strong communication

 

 

Strong collaboration skills

 

 

Attributes

 

 

Strong leadership and organizational skills

 

 

Ability to work effectively with parents and other stakeholders

 

 

Excellent communication skills

 

 

Strong knowledge of safety protocols and procedures

 

 

Ability to work effectively with school administration and first responders,

 

 

Strong communication

 

 

Strong collaboration skills.

 

 

Counselor

 

 

Attributes

 

 

Strong knowledge of child development

 

 

Ability to provide individual and group counseling

 

 

Strong communication and

 

 

Strong collaboration skills

SOLUTION

School administrators play a crucial role in establishing and maintaining a positive school culture and environment. In addition to teacher leadership positions, administrators may also identify leadership positions for support staff, such as instructional aides, educational assistants, and custodians. These non-teacher leadership positions can have a significant impact on the success of a school and its students.

When selecting and monitoring the leadership team, administrators should consider several factors, such as experience, skills, and expertise in their respective areas, as well as their ability to work collaboratively and effectively with students, teachers, and parents. They should also assess their leadership potential and ability to communicate and motivate others.

It’s important for administrators to regularly evaluate and monitor the performance of their leadership team to ensure they are meeting the needs of the school and its students. They should provide support, mentorship, and professional development opportunities to help these leaders grow and succeed in their roles.

In summary, administrators play a key role in identifying, selecting, and monitoring both teacher and non-teacher leadership positions, and in working to create a positive school culture and environment that supports student success.

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