Collaboration Research School leaders must build a collaborative culture in their schools. According to standard seven of the Professional Standards for Educational Leaders (2015), a school leader is supposed to create a professional culture with all staff members that contribute to the values, mission, and vision of the school. This includes creating an environment in which staff members can interact responsibly, promote accountability among all staff members, support professional learning opportunities, and develop caring, nurturing, and long-lasting relationships amongst all staff. These things coincide and exist for the improvement of student growth and achievement. In a collaborative culture, staff, students, families, and the community …show more content…
The teams may only last a few months, while others will take place over the course of various years, depending on the timeline for completing all necessary achievements for that specific team. There are amazing benefits to teaming up with others who share common goals and visions. Some of those benefits include having higher expectations for all learners, sustaining a collaborative culture that communicates and carries on phenomenal change initiatives, and creating the most rigorous and high-quality learning experiences for students in and outside the classrooms. There are barriers and problematic issues that can keep a collaborative culture from being as successful. Time is essential and usually ends up being one reason schools are not creating teams or meeting as teams. However, leadership must ensure that teachers have an ample amount of time to meet, discuss, and collaborate with others about instructional decisions that better meet the needs of all students. Schools must separate themselves from the practice of isolation amongst teachers and staff. Research shows that teachers thrive more and plan more enriching lessons with a team rather than by …show more content…
School leaders must understand that they cannot do everything alone. Allowing others to have power in their areas of strength will provide a winning situation for all parties. This allows colleagues to hone in on tasks they may be passionate about such as reading comprehension, while administrators are able to oversee teams; however, they do not have to be the entire team themselves. They can rely on their staff to accomplish goals that are aligned with the mission and vision of the school. Creating a collaborative culture also creates buy-in from all stakeholders. People do not care about things as much if they do not feel as though they have an active voice in the decisions that are being made, especially if those decisions directly affect them. It is important to establish a family type culture where all stakeholders feel connected to one another and they take responsibility for student achievement and upholding their school’s mission and vision. A school’s culture should not be function as though it is a robot, only going through the motions just to fulfill certain obligations on paper. It should also not reflect a little house of horror where staff members do not see the importance of being there. Also, in this type of environment, they are stressed and view it as a form of
The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.
When reading and listening to lectures I was struck by the information presented in part two of the Jossey-Bass Reader on Educational Leadership: Moral Leadership. I believe this stemmed from three key ideas: trust, relationships, and business. To begin, I was extremely interested in the emphasis on trust and how trust is the glue that holds together a school. When reading I found myself nodding along at how important trust is to an organization especially a school that functions mostly on communication.
Harpo Allen Middle School Scenario Reflection 1. Describe some approaches that could be used to establish a culture of high expectations for students and staff performances at Harpo Allen Middle School. • First, as a new principal, you will need to acquire an understanding of and appreciation for the culture of the school, then, use your leadership style (such as being a team leader) in order to gain the trust and respect of the staff and students. • Conduct a school climate survey of faculty, parents, and students to gauge how much of the learning process I taking place and what measures need to be incorporated insure that high quality teaching/learning is taking place for the entire school. • Create PLCs to promote high expectations among
One of the many benefits of the middle school model is that being part of a team forms a bond between the teachers and students. “The team and their students truly become a community of learners.” (Kellough & Kellough, 2008, pg 8) In order for a team to be successful teams must provide tools to help students grow. (Erb, T. O, 2006, pg 5)
Teams are groups of people who come together to reach a desired goal. In my life, I am part of many teams like in soccer, school, and my family. From these teams I have formed my belief about the importance of working with others. I have recognized that a team player is a person who can form good chemistry, can contribute to a team, and can help their fellow teammates. I believe that from my experience in soccer, school, and with my family, that being a team player is essential for success in life.
True transformative administrative leadership extends beyond understanding their students to comprehending the community their students live within. Years ago, schools functioned to provide students with knowledge, however, the objectives of schools evolved within the last twenty five years. As numerous low income communities crumble due to societal pressures the purpose of a school transformed from a place of education to one that comprises of education, health-care, nutrition, shelter, mental health, and safety. Society ask schools to accommodate the ever growing lists of student needs. Schools can’t create a legacy of transformational change without community involvement.
LEARNER’S NAME: EMMANUEL DIBIAGWU ASSIGNMENT 2 UNDERSTAND HOW TO DEVELOP AND MAINTAIN EFFECTIVE WORKING RELATIONSHIPS 1.1 Explain the benefits of effective working relationships in developing and maintaining the team (20 marks) The benefits of effective working relationship in developing a team include the following: Improved Morale Good working relationships in teams help to improve the morale of team members. When there is effective working relationship among employees as well as managers, the employees feel that they are respected, and their voice are heard, thereby fostering an enabling workplace full of energy and overall happiness. Effective working relationship between employees enables them to support each other when improvement is called for and helps to develop their esteem.
They want and need to be heard and they need to feel like they can trust their administrators. According to Kouzes and Posner, “Trust is the most fundamental element of a winning team” (2007, pg. 225). Without trust, a leader cannot be successful. Additionally, strong leaders must create a culture that encourages professional growth and allows staff to ask questions and challenge the process.
The principal at Booker T. Washington school accredits the immense success of the school with interpersonal communications skills which center on collaboration, networking, and building relationships. As a consequence, faculty and staff of Booker T. Washington are placed in positions of leadership. First, Principal Kiner relinquished managerial control to qualified staff members who are accountable for areas such as athletics, scholarship, guidance, technology, and school improvement. Also, Principal Kiner started visiting the classroom and interacting with the teachers and student body. For example, she knows her students by name and expects the staff to be knowledgeable of students issues outside of school.
One of my classes my first at NC State demonstrated this. In COS 100 there is a semester long group project. Having partners who care about their education was a welcome change of pace from previous experience and made the experience enjoyable. I experienced a similar situation in CH 101. Additionally, COS 100 makes the case that working together and communicating is the best way to advance the sciences.
I had the pleasure of visiting with Mrs. Cooke’s fifth grade class during my clinical experiences. Mrs. Cooke has a great rapport with her students and has very little difficult actively engaging students in learning. One of the “takeaways” from my visit references the students’ and teachers’ commitment to the principles of “The Leader in Me”. From a school-wide perspective, East Elementary School does not practice the traditional positive behavior interventions. Instead, the administration has adopted the ideals and principles behind “The Leader in Me”.
At our first few meetings, team building was key. In an effort to overcome the initial shyness, we took the time to understand and get to know our fellow team members; in doing so, establishing a welcoming and encouraging environment for everyone to share their ideas whist too ensuring everyone felt appreciated. Getting the team to gel was essential for the team to get results. We met at regular intervals, usually weekly, to discuss and reassess our progress. However, finding the time to meet proved quite difficult, between everyone’s busy schedules and with the plenty of other assignments we all had going on simultaneously.
[47] argue that students report increased team skills as a result of cooperative learning. This is as Panitz [48] cites a number of benefits of cooperative learning for developing the interpersonal skills required for effective teamwork. As observed, there is broad empirical support for the central premise of cooperative learning, that cooperation is more effective than competition for promoting a range of positive learning outcomes. These results include enhanced academic achievement and a number of attitudinal outcomes. In addition, cooperative learning provides a natural environment in which to enhance interpersonal skills and there are rational arguments and evidence to show the effectiveness of cooperation in this
Working together, you can develop solutions based on your collective insight, wisdom and creativity. Practicing a deeper level of awareness and taking responsibility for your words and
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.