The public education system Essay Example for Free

The public education constitution Essay rough-and-readyness in the top dog-ship is the extent to which entirely learners in the drill atomic number 18 doing as well as they should be doing. (Webster, 1, 1994) The public education system has perhaps never faced to a greater extent challenges than it does today. With increasing diversity in the domesticate system, teachers and administration fox to be prepargond to teach assimilators with minimal English. Increased violence in works has created a bunk where providing surety for scholars takes precedence to learning. Drug white plague among pupils and domestic violence place teachers and administration in a fond services billet, rather than strained on education. Increased accountability standards with an ever-shrinking budget challenges teachers term to be responsive to individual savant carrys. Each of these challenges atomic number 18 faced by the check as a whole, with increased pressure placed on the desi gn of the promontory to meet these take aims.The role of the master(prenominal)(prenominal) has traded over the past twenty to thirty years. Ideally the chief should be responsible for creating a modality of learning, and assuring that teachers have the resources they select to do their job legally. The principal establishes a modality for excellence, puts forth a vision for continuous improvement in assimilator performance, nurtures excellence in precept, and commits to sustained, comprehensive professional using for all provide members. The principal ensures that curriculum, preceptal strategies, and assessment of schoolchild progress atomic number 18 coherent components in the teaching and learning process. In short, the principal engages herself or himself as an focusingal draw. (Tirozzi, 1, 2001) educational research, focusing on rail effectiveness, often examines the concept of the principal as leader as one of the critical factors. research indicates that the role of principal as leader in creating a clime that can lead to high student academic performance, conditions such as setting high standards and goals, planning and coordinating with staff, having an orientation toward innovation, haunt monitor of staff and student performance, and involving parents and the community. (Blank, 1, 1987) This increased emphasis on the principal as a leader, has at last changed the role of the naturalise day principal. Historically, principals wereelected and played the role of educator. The increased withdraw for the principal to take the area of leader requires the principal to also take on the role of administrator. Along with this role, thither is a increased emphasis on the principal as a primary contri thoor to the educational effectiveness of the school.This expanding role of the principal has created a new set of expectations, including fulfilling the role of leader as both educator and administrator, including responsibility for the school curriculum. During the 1980s, school districts introduced programs to increase school effectiveness, including greater trainingal leading by principals. (Blank, 1, 1987) fit to Elaine Fink and Lauren Resnick, there is widespread appeal for principals to assume the role of leading in education, but this role is non creation fulfilled in practice. In practice, though, few principals act as genuine instructional leaders. Their days are filled with the activities of worry scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing instruction with teachers.They may arrange time for teachers meetings and professional civilizement, but they rarely let intellectual leadership for harvest-home in teaching skill. (Fink Resnick, 1, 2001) Fink and Resnick depict principals as becoming more(prenominal) and more distanced from the issues of education and instruction and increasingly focused on administrative and budgetary issues. According to Fink, building an effective community of principals should focus on the craft of teaching and learning and the building of strong interpersonal relationships. The role of principal keep an eye ons quint major controls or sources of power or authority including the authority (1) to exert administrative control, (2) to exert vulturine instructional leadership, (3) to control the evaluative model of the school, (4) to control the distribution of rewards, and (5) to control the timing and flow of study and resources in the school. (Webster, 44, 1994) The effective principal has the ability to define what labours are definitive and create a framework in which those tasks can be accomplished.The effective principal should focus on the role of principal teacher, or that which is the teacher of teachers. Effective pri ncipals, who have the responsibility of teaching both new and experienced teachers, mustiness be associationable most a wide variety of teaching strategies, with a focus on that which give enhance learner growth. Effective principal must possess problem-solving as a skill. The effective principal should operate as a leader. (Webster, 93, 1994) leaders is often defined as the ability to influence former(a)s in the group, focused on the two basic functions of leadership task and human. Task effectiveness relates to teaching as the major task and learner growth as the prohibitedcome.The second function of human effectiveness recognizes that teachers and other(a) staff members fate occasional strengthening, refocusing, morale boosting, and listening to, as well as remediation and correction. According to Webster, task effectiveness and human effectiveness roles of leaders overlap, across all domains. whizs must display task effectiveness in the learning or learner-centered domai n as well as in the management domain. (Webster, 46, 1994) Portin and Shen studied the ever-changing role of the principal in the Washington State education system. They identified the school effectiveness research of the last twenty years in affirming the role of principal leadership in school success. Principals were identified as key individuals as instructional leaders, initiators of change, school managers, personnel department administrators, and problem cipherrs. The principal is in the center of multiple demands to reform schools and to meet the challenges of future leadership. (Portin Shen, 1, 1998)If education, in general, and schools, in particular, are seen as tools for social change, educational leaders are assumed to be among the most critical artisans. This assumption is astray held by the public-at-large, as well as by education professionals. It is also an assumption warranted by germane(predicate) evidence. Indeed, the leadership effect becomes increasingly pr ominent the more one focuses attention on schools as conflicting to other types of organizations. (Portin Shen, 1, 1998) patronage changes in shared leadership and teacher empowerment, the principal remains the center of leadership in the school. The unique role of the principal includes instructional, organizational, and statutory leadership. As an instructional leader, the principal is expected to hold in acquaintance of effective instructional practice, both curricular and pedagogical. The role of the principal as evaluator of instruction underlines the organizational leadership expected.Principals are given responsibility for most school operations. Despite changes in school policy, and societal changes, the assumption is made that principals have the capacity to lead and supervise the implementation of new programs and regulations period continuing to provide previously assigned responsibilities. Research indicates that this ever-changing role of the principal may non allo w for them to meet of the expectations. Numerous factors have been identified that contribute to the ways in which principals spend their time. Analyses of the principals role reveal constant interruptions, lack of planning time, fragmentation of activities, compliance with numerous rules and regulations. Clearly, the role of the principal is changing as more is expected of them. (Portin Shen, 1, 1998) In a study of schools in Washington State, more than ternary quarters of principals surveyed, reported that in the last five years they have had more responsibility for site-based decisions, monitor truancy, dealing with the impact of student diversity, moveing with parents, improving school-community relationships, and administering special education programs.These changes suggest that principals are expected to provide more leadership, on one hand, and to take on more managerial responsibilities, on the other. This has led to a growing tension between the leadership and manageria l responsibilities of the job. The role of principal is becoming increasingly more challenging. Ninety-one percent of the principals surveyed indicated they are in districts that are decentralizing decision devising to the local school site, 76 per cent were in districts that were initiating or encouraging the use of site councils, 79 per cent indicated the need to establish school/business partnerships. Seventy-six percent reported working in sites with increased student diversity that has had an important impact on the school, 83 per cent increased interactions with parents that have had a substantive impact on their work, 91 per cent reported it was important to consider client satisfaction when making decisions. As might be expected, these changes have had negative impact on the ability of principals to do their work and increased negative feelings about their job. (Portin Shen, 1, 1998)These changes have necessary the principal to take on additional responsibilities, result ing in a disproportionate amount of time and attention devoted to these new responsibilities. As new responsibilities are added, principals must take time away from previous demands to meet the changing demands. Despite the addition of new responsibilities, principals have not been relieved of other duties and responsibilities that have traditionally been a part of their job, building maintenance and repair, instructional leadership, maintaining a safe and secure environment, responding to teacher and staff requests, conducting legally need teacher evaluations, managing the budget, and maintaining discipline. (Portin Shen, 1, 1998) Despite these additional responsibilities, authority and instruction did not necessarily follow, resulting in considerable ambiguity. some(prenominal) principals surveyed reported not feeling they possessed the skills necessary for the increased job responsibility.Further, principals surveyed reported feeling greater levels of frustration in their job and less exuberance for the work they do. Their decline in morale and enthusiasm stems, instead, from their inability to carry out both their management and leadership functions effectively and efficiently, and their preference to provide leadership. many an(prenominal) principals report work weeks of 50 to 70 hours. They feel they are being forced to make choices about where they volition spend their time and attention. Another source of frustration is the shift to managerial rather than leadership responsibilities. They recognize that managing the building is a necessary function for principals, they prefer to focus on their role as instructional leaders, spending time with teachers, students, and parents improving the schools program for student learning.Many principals are finding it rugged to maintain that focus. (Portin Shen, 1998) Principals have the responsibility of making certain that specific tasks are completed by teachers and other staff members. Their job is to co ordinate, direct, and support the work of others by defining objectives, evaluating performance, providing resources, building a positive climate, breeding positive school-community relations, planning, scheduling, keeping records, resolving conflicts, handling student problems, working cooperatively with central office staff members, and keeping the school running smoothly on a day-to-day basis. (Wendell, 88, 1994) Their day to day activities are further challenged by factors outside their control. Negotiated teacher contracts, may define working situations that further diminish the resources of the school. (Webster, 86, 1994) Leadership activities are commonly associated with initiative and change that inspire others to accomplish the mission of the organization. Through leadership, principals bring an alive(p) and personal attitude toward the reaching of goals.Principals who are both successful leaders and managers empower others. The system as a whole begins to function effect ively with the improvement of teaching and learning for students. Principals should consider themselves leaders of leaders, not leaders of followers. (Webster, 201, 1994) Historically, principals have been considered part of the control process within the school. Their job was to distribute incentives for completion by teachers and other staff members. Transformational leadership, that is desired now, works by transforming the goals and aspirations of members of the organization. Transformational school leaders act on three goals to serve well staff members develop and maintain a collaborative, professional gardening, to foster teacher development and to help personnel solve problems together more effectively. (Webster, 192, 1994) This type of leader realizes that an integrated, cohesive group lends itself to effectiveness. Everyone works together to pursue common goals. A sense of ownership exists within an organization where transformational leadership is practiced. (Wendell, 2 12, 1994)Instructional leaders need to be knowledgeable about instructional resources, provide resources for their teachers, promote staff development, and obtain resources and support for school goals. Performance appraisals should be based on goals that improve institutional performance. Instructional leaders help solve instructional problems, encourage the use of many strategies and styles, and assist teachers with assessment and evaluation techniques. Instructional leaders promote their vision for their schools, communicate to teachers about desired instructional practices and criteria for evaluating performance, and provide frequent feedback to teachers. Principals who would be instructional leaders actively promote staff development activities, are readily available to discuss issues related to teaching and instruction, are visible to staff and students, and make frequent classroom observations. Instructional leaders focus upon instruction and take care of routine managerial t asks, such as completion of paperwork, before or afterwards classes as much as possible.Principals who believe that all students can learn and enjoy school are willing to examine how students learn and redirect the focus of schooling upon students learning styles. (Webster, 182, 1994) According to Wendell, principals can develop instructional leadership by establishing clear goals, objectives, and priorities expressing high expectations emphasizing student achievement, attendance, behavior, and attitude and focusing upon school goals and priorities. Principals can enhance instruction by providing clear communication within their educational system and by keeping curriculum focused upon goals, by working with teachers to improve their instructional skills and by monitoring school performance. Principals who are effective instructional leaders focus upon five key areas (1) defining the schools mission, (2) managing curriculum and instruction, (3) promoting a positive learning climate , (4) providing supervision of instruction, and (5) assessing instructional programs. (Webster, 220, 1994)The recent trend toward accountability, and nation-wide educational standards have pressured principals to be more concerned with the bottom line. School systems serving poor and minority students pose an even greater flagellum to the success of a school system in achieving what is considered to be minimum standards. Codding Tucker reviewed what they believe to be determinates of successful principals. They separate the roles they perform, the qualities that they need to perform those roles, and the knowledge implied by those roles. As have others, Codding Tucker re-iterate the need for the school principal to function both as as a leader and as a manager, and that one role should compliment the other. (Codding Tucker, 84, 2002) In providing effective leadership, principals must be able to provide leadership that results in a shared vision of the directions to be pursued by the school and to manage change in ways that ensure that the school is successful in realizing the vision.There is overwhelming evidence from the belles-lettres on school effectiveness and improvement regarding the significance of the principal in establishing a school destination that promotes and values learning and that embodies realistic but high expectations of all students and teachers. To the extent that principals have an impact on student learning, this impact is largely mediated through teachers and classroom teaching. (Codding Tucker, 61, 2002) As a manager, the principal must ensure that the circle of accountability is complete and that investment in the learning of individual members is demonstrated in the student learning outcomes. This needs to be reflected in the staff appraisal process and ongoing processes for evaluating programs and monitoring the performance of the school. A key role of the principal is to ensure that each of the elements that contribute to im proved student learning outcomes is present, working effectively, and aligned with all other elements.When systems arent aligned and progress is not noted, it is the role of the principal to make adjustments in the system and make sure those adjustments are communicated throughout the school system. Principals need a strong theoretical foundation of current knowledge about teaching and learning, practical knowledge of the beliefs and find outings of staff in the school, and applied knowledge of how to bring about development and change in those beliefs and understandings. (Codding Tucker, 64, 2002) Schools with effective learning climates have behavioral standards understood by all students, with consequences for inappropriate behavior administered consistently and fairly, on the basis of a written standard known to all staff members. An effective learning climate in schools should be a major component of the principals vision which serves as the basis for improvement. Principals must understand the meaning as well as ways of improving effective learning climates.A climate that promotes learning includes all the things principals must do to foster teacher and student involvement. According to Webster, the climates of effective schools are characterized by (1) high levels of student involvement with work (2) teacher-led instruction (3) students who understand teacher expectations (4) efficient use of time (5) minimal confusion and disruption (6) mutual trust between teachers, students, and administrators (7) high morale (8) spacious opportunities for input by all factions (9) feelings of ownership by all (10) feelings of affectionateness by all and (11) the charge of one or more ongoing renewal or school improvement projects. (Webster, 182, 1994) Through their leadership abilities, the school principal can have an impact on teacher attitude, student achievement, staff and student morale.According to Webster, the first step that a principal can take toward establishing an effective learning climate in any school is being there, being seen by all, students, teachers, and other staff members. Principals need to maintain personal involvement in the school setting. Students and teachers alike, must have the feeling that the principal is likely to be anywhere and at anytime. Projection of a caring attitude should accompany the high visibility of the principal. Further, Webster provides the following suggestions as a method to improve principal interactions (1) establish a climate of professionalism with teachers (2) interact in person with children (3) get into classrooms (4) be a teacher advocate, hospitable and sensitive to teacher suggestions (5) attempt to fund projects of creative, caring teachers (6) delegate authority wisely (7) be politicians in dealing with their school communities (8) offer criticism in a constructive manner and (9) be human, while handling unpleasant tasks with fairness, firmness, and dispatch. (Webster, 141, 19 98)Webster believes that principals should attempt to establish these elements by focusing on teachers first, then students, and finally, student-teacher relationships in their schools. Traditional training for principals has consisted of theory and policy taught by university professors relying on academic models. Candidates have been taught to manage with a top-down rather than a team approach. Although theory is an important component of principal training, recent studies have shown that the skills and qualities most necessary to succeed include problem analysis, data collection, organizational ability, decisiveness, effective communication skills and stress tolerance. The issue of continuing professional development is also important. still veteran principals feel that they are not prepared for the reality of the job. Many feel isolated having go away their network of peers in the ranks of teachers. They also feel a lack of constructive criticism and supportive supervision. P rincipals need to be prepared to handle the various situations they face in a day.Theory is important, but aspire principals must be shown that most of what they will be facing will not come out of a book. They must be prepared to be open minded and handle each situation as it comes. Working in collaboration with school districts to create mentoring programs is important. Principals need a network of peers to lighten the isolation and helplessness many feel. (Ediger, 381, 2000) Leadership within school systems are not built on the qualifications of individuals alone. Typically, the role of principal, as well as that of teachers, has been undervalued. Resources are scarce at best and research has not adequately defined problem areas. Effective models are scarce. If existing educational leadership roles are inadequate, they are at least familiar. There is scant research and development to read principals or superintendents through the bombing of new policies driving the standards movement.New responsibilities require new job descriptions and redesigned systems to support new learning. (Fitzgerald, 57, 2000) The focus of school leadership, all too often, has been faced with numerous changes and increasing responsibility. Principals are expected to produce educational results but often lack understanding of how students learn. Principals are expected to evaluate teaching performance with inadequate knowledge of what constitutes good practice. Principals work in isolation with little time to effectively supervise or interact within their schools. (Fitzgerald, 57, 2000) The role of the school principal has changed dramatically and will stick around to do so. Principals are required to fill a myriad of roles, with additional responsibilities added on an ongoing basis. New laws, an ever-changing and diverse student base, new standards will all continue to challenge the school principal in fulfilling their role as a leader. Despite these changes, there are some th ings that remain a constant in the tone of the principal. The principal will continue to be responsible for creating a culture of learning.The principal will continue to create a climate that encourages teachers to expand their horizons and their own learning in pose to serve students better. The principal will continue to be responsible for the budgetary constraints that challenge the educational system today. The principal will still be required to create a standard of education that focuses on quality. The NAESP (www.naesp.org) defined The guide identifies six standards that redefine instructional leadership for todays principals. These standards include Leading schools in a way that puts student and adult learning at the center, with the principal demonstrating the role of learner and teacher. Promoting the academic success of all students by setting high expectations and high standards and organizing the school environment around school achievement Creating and demanding r igorous sum and instruction that ensures student progress toward agreed-upon academic standards Creating a climate of continuous learning for adults that is tied to student learning Using multiple sources of data as a diagnostic tool to assess, identify, and apply instructional improvement and Actively engaging the community to create shared responsibility for student and school success. These standards, though appropriate, still require the principal to establish priorities within the system and redesign the workplace in order to achieve the overall mission. The first priority of the principal should always be to establish a culture of learning. If learning is the priority, then the rest should follow and it should provide the basis for other decisions to be made.ReferencesBlank, R. K. (1987). The consumption of Principal as Leader Analysis of Variation in Leadership of Urban High Schools. Journal of Educational Research, 81(2), 69-80. Retrieved February 12, 2007, from Questia database http//www.questia.com/PM.qst?a=od=76943658 Ediger, M. (1996). The School Principal with New Responsibilities. Education, 116(3), 381+. Retrieved February 12, 2007, from Questia database http//www.questia.com/PM.qst?a=od=5000367879 Ediger, M. (2000). Role of the Principal and the favorable Studies. College Student Journal, 34(3), 423. Retrieved February 12, 2007, from Questia database http//www.questia.com/PM.qst?a=od=5001112650 Ediger, M. (2000). The School Principal as Leader in reading Instruction. Reading Improvement, 37(1), 20. 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The Artistry of Leadership The Evolving Role of the Secondary School Principal. Phi Delta Kappan, 82(6), 434. Retrieved February 12, 2007, from Questia database http//www.questia.com/PM.qst?a=od=5000952847 Tucker, M. S. Codding, J. B. (Eds.). (2002). The Principal Challenge Leading and Managing Schools in an Era of Accountability. San Francisco Jossey-Bass. Retrieved February 12, 2007, from Questia database http//www.questia.com/PM.qst?a=od=109366182 Webster, W. G. (1994). Learner-Centered Princi palship The Principal as Teacher of Teachers. Westport, CT Praeger Publishers. Retrieved February 12, 2007, from Questia database http//www.questia.com/PM.qst?a=od=27517699