Educational leader

EDUCATION.

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Educational leader is a person in the school that makes decision as one of its roles. E.g. principals, curriculum directors and many others .These roles technically require an advanced degree the positions has the most responsibility hence they have top paid positions in a school district. They are ultimately responsible for the successes and failures of the schools within their district. The strategy used by the educational leader is engaging the faculty and staff in decision making and deciding on the evaluation system to use in order to achieve the educational vision.

The important reason why faculty and staff should be included in decision making is that they can, they want to and they can make a difference. However they are four categories of faculty or staff involvement in decision making as discovered by Taylor and Tashakkori. They include the empowered who are involved and they had a strong desire to be involved, the disenfranchised are those that are not included in the decision making but had a strong desire to be involved in the decision making, the engaged are those who are involved in the decision making but did not desire to be involved in the decision making and the last group of staffs are the disengaged who are those that did not engage in the decision making and had no desire to be included in the decision making. The success of teachers influencing decision and the result of this decision may be important in actually teachers becoming leaders in school since influencing decision making shifts their participation to another direction of becoming leaders.

As a leader you should the following plans in order to achieve an effective final decision. They include: Defining the problems of the institution you are in since many different issues can arise in which they will need to find a solution. These issues could include children not getting enough food at school or at home. This issues has one main characteristics all affect the child learning outcome hindering the achievement of the school vision.

The second plan is identifying several other alternatives before deciding on a specific alternative involving basically the brainstorming of the probable solutions to a specific problem. The key to this plan is not to limit the committee to obvious alternatives or what dealt with in the past but to start on new alternatives and better ones in that case. However it is important in evaluating all parties involved in the issue at hand and see facts on different perspective and choosing the best alternative which cater for all party’s needs. In most cases as educational leaders we are encouraged to come up with at least five alternative solutions.

The third plan of educational leader is they have to evaluate the alternatives given by the committee of faculty and teachers. It involves weighing the pros and cons of each of the stated alternatives and most importantly is to base evaluations on facts rather than beliefs.

The fourth plan of educational leader plan is to make your final decision based on the agreement of other teachers/faculty and staffs and the decision made obviously is the best alternative or the alternative with the least cons and most pros.

The last plan of educational leader is to implement the decision and making sure the decision is evaluated. For teachers it may involve contacting the school board and parents but most importantly is to take the necessary steps in implementing the decision and evaluating it. When teachers are involved in the decision making, they will learn on how their leaders plan the decisions and they will end up using the same plans in their classrooms and better the students learning outcomes

The evaluation system which is in line with the decision making, since this system enables the education leader in identifying effective teachers for effective result. Evaluating system used on teacher’s evaluation is detailed and rated on how they score. Most of the managers adopt the set of professional’s performance standards since the indicators are measurable and observable. Both teachers/faculty, staffs and principals need to spend time preparing, completing evaluation activities and reviewing the results of evaluation. Educational leaders like the principals who have many teachers to conduct evaluation each year may be time consuming and finally becomes totally impossible.

The stages involved in evaluation by educational leaders include: Evaluating the existing culture by talking with students since some students may volunteer their time to attend those meetings in order to improve their schools and even some may volunteer to fill questionnaires. Talking with teachers or staff members and the questions used are similar to those used on the students and the last group of people to talk with are the parents and community stakeholders who are invited to attend informal meetings at school and send surveys to stakeholders of the community regarding the institution and its impact on the society or community. The educational leaders use the responses received from those meetings and then deciding to create programs that may support the student’s achievements. In addition to this they identify data to review and update the improvement plan of the school and having the school leadership team set goals, benchmarks and priorities.

Secondly the educational leaders should look at the data by looking at teachers grades and conducting needs assessment for teachers professional needs development and even calling parents to introduce themselves, and talk about the result of tardies on success and the new school routines and its absences.

Thirdly the educational leaders should use the data collected from teachers/faculty, staff, students, community interviews and school scores test and report to evaluate the effectiveness of the original institutional structures and determining the ability for the starting of schools by ensuring the balancing of the students schedules, parents notified of any change in the school programs, preparation and maintenance of the school facilities, planning of process of registration and orientation programs, support programs are planned for the learners who are struggling and processes of monitoring students achievements and classroom visits.

The educational leader should know what he stands for by seeing the vision of the school and its students and most importantly is standing for something that one believes in even if it means standing alone. A successful school in most cases must create strategy of action that revolves around establishing a core curriculum, cultivating relationships, building capacity, and engaging students in all the activities. As a leader you should be aware of the biggest challenge of moving the school forward is the innate conflict that developed between the leading necessities and teacher’s evaluation and to be of great help to the same teachers.

The educational leaders should not do it alone and they should also support professional development for leaders and teachers since change is only sustained by building capacity through high qualified, focused and ongoing professional development. They should also take care of themselves that is they should not overwork themselves and they should at least enjoy their work.

The type of leadership practiced by educational leaders is democratic type of leadership. Despite being the ones to give the final decision they invite other members of the team like teachers/faculty and staffs to contribute to the process of making a relevant decision. Hence the teacher/faculty and staff feel in control of their own destiny and therefore motivated to work hard with not only having in mind the financial awarding.

REFERENCES.

Behrstock-Sherratt, E. (2013). Everyone at the table: Engaging teachers in evaluation reform.

Sclafani, S., & Organisation for Economic Co-operation and Development. (2009). Evaluating and rewarding the quality of teachers: International practices. Paris: OECD.

DiPaola, M. F., Hoy, W. K., & DiPaola, M. F. (2014). Improving instruction through supervision, evaluation, and professional development. Charlotte, North Carolina: Information Age Publishing.

Benson, N,& Malone P. (1987). Teachers’ beliefs about shared decision making and work allienation. Education. 107,244-251.

Belasco, J. A. & Alutto, J.A. (1972). Decisional participation and teachers satisfaction. Educational Administration Quarterly, 8(1),44-58.