...Leadership in Educational Institutions Leadership responsibilities for heads of educational institutions play a key role in addressing the problems that face these institutions. The learning process in most high schools fails to deliver the expected results due to poor leadership. Today, many educational institutions seek to implement the evaluation process for public school principals based not only on leadership skills, but responsibilities, accountability, and professionalism (Szczesiul and Huizenga 166). The evaluation system seeks to address increasing issues of high school dropout rates, discipline, academic performance, and development of interpersonal skills among students. Appropriate leadership should be based on student growth and development, unlike earlier systems that rated students based on their academic performances. High school principals need to have the right skills required to address emerging issues such as the curriculum and teacher-student relationship evaluations (Katterfeld 344). Strategic high school leaders understand the needs of the students, teachers, and the non-teaching staff. The evaluation process seeks to determine whether high school principals adopt strategic measures to engage in professional dialogs with the teachers concerning teaching and learning process that occurs in classrooms. Transformational leadership remains critical due to changes in technology, globalization, and diversification, which play a crucial role in the success...
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...Resource 1: EDA 575 Educational Leadership in a Changing World Benchmark Assessment and Rubric Targeted Essential Learning Students will examine the fundamental concepts of organizational theories and leadership models on a macro level as they relate to educational enterprises in their quest for school improvement. (ISLLC 2008: 1, 3) Assessment Tool Selected * Essay Specific Performance/Task(s) Create plans to achieve defined organizational goals. (ISLLC 2008: 1C; ELCC 1.1, 1.2) Establish effective management of the organization to support the learning environment. (ISLLC 2008: 3A; ELCC 3.3) Relevancy of Task to Principal Candidate An effective leader must understand the fundamental concepts of organizational theories and leadership at a macro level, as well as the complexity of being a school leader with a vision for systematic change and practical skills that work to ensure smooth day-to-day operations of a school. Assessment: Student Prompts/Directions 1) Individual: The Big Picture: A Strategic Plan (Benchmark Assessment) a) School Profile i) In Module 3 and using the institution you with which you are associated, you wrote a school profile (1000–1250 words). The school profile’s major goal is to describe the school and its programs with the intent to improve the institution through informed decision making. Issues to consider when developing the school profile included: (1) Philosophy, mission, and vision. ...
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...Phones chirping, walkie talkies crackling through the air, cell phones vibrating, teachers and secretaries whisking in and out to ask questions are what I experienced while interviewing Brian Hostetler, Assistant Principal at Chambersburg Area Senior High School. Mr. Hostetler started out his teaching career as a Health and Physical Education teacher in the Owen J. Roberts School District. Brian was going strong teaching and coaching three sports, life was grand until he realized that in four years he had not taken any courses towards his Level II certification. His dream was to become an Athletic Director. He started taking courses in Educational Leadership at Immaculata University, working toward that goal. At the same time, his district hired a new principal in his building, Owen J. Roberts Middle School. Brian didn’t think the new principal was being an effective leader and he began questioning many decisions the new principal was making and the way he ran the building. This new principal is how Brian became the principal he is today. Brian knew what type of principal he wanted to be and it was not like his principal at his school. Brian came to Chambersburg after he applied to New Orleans and North Carolina. This is Brian’s fifth year at Chambersburg in and those five years he has been assistant principal under two different principals. His first four years were steady and he only dealt with discipline issues. This year is more of a challenge for Brian because...
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...Let’s Communicate Virtually Jeannie Beda Grand Canyon University: UNV 501 March 3 , 2015 Let’s Communicate Virtually The authors explored the importance of online interaction and the effects of productivity of participants in online courses. There is a further look at the role of the read-only students and their engagement in the virtual learning community(Nigel, Blignaut & Cronje,2009,38).The case study conducted involved observation and research of postgraduate online course participation. Thus, the guiding question of the search was how did the participation and involvement in a learning community coincide with the success of the learning process(Nigel et al.,2009). Methods The frame of reference for the study was an 8 week online class of graduate level students that were enrolled in a technology infused education course. The course work consisted of practical and analytical application that dealt with eight online learning topics. Students were to research and post responses to the discussion forum each week. Parallel to the posting, students had to create artifacts that utilized theory. The data produced from the students’ experiences with online participation and learning was documented in many formats. The formats included were private blogs for reflection and self-assessment, open paragraph questions included in a online quiz, reflective essay, feedback questions via email to the students.(Nigel et al.,2009, p.41). After the course concluded students were...
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...Ethics and the Educational Leadership: Student-Centered practice This research is the design, justification and proposal for change in the process of learning for the leaders, teachers and students. It highlights the need for ethics in the learning process and the results brought by adopting the student-centered education system. Its positive effects could be evidenced in the performance of individual students, teachers, schools and throughout the globe. This learning process is the change needed in the education system all over the world and therefore it is highly recommended for all institutions and the government. Past studies have illustrated the importance of ethics in the educational leadership. For instance, in the article the Union of Teaching, Learning, and Doing, it is stated that things must be done, individuals have got to learn, and those close to them should become teachers…education is not only focused on teaching learners how to learn, however it is teaching them to actively take part in life… Hansen,(2007). The term student centered is the main focus of my proposal and foundation of the ethics in educational leadership. Therefore, I am analyzing the term for better understanding of the whole theme. According to Maryellen Weimer( ), student centered teaching is 1 idea which is based on the following five principles; the balance of power, the contents’ function, the teachers role, the learning responsibility and finally the processes and purpose of evaluation...
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...A STUDY OF HOW LEADERSHIP STYLE AND ORGANIZATIONAL CULTURE INFLUENCE EMPLOYEE SATISFACTION (A CASE STUDY AT PRIVATE HIGHER EDUCATIONAL INSTITUTIONS IN TERENGGANU) LECTURER PROF. MADYA NORUDIN MANSOR TEAM MEMBERS MOHD FAIZAL JAAFAR 2011392489 WAN RAMLA WAN NAWANG 2011343575 NORAINI BINTI AMMRAN 2011952075 NAZREEN BEGUM NAJIBULLAH KHAN 2011545767 ACKNOWLEDGEMENT “In the name of Allah, Most Gracious, Most Merciful” Assalamualaikum W.B First of all, we would like to put our hands together to thank our lecturer Prof. Madya Norudin Mansor for his continuous support and guidance in preparing this project. The purpose of this project is to apply organizational behavior elements in the real world by conducting a survey at one of the higher institution learning organization. Besides, we also would like to thank to En Hamdan who has help us to install the SPSS software which we used as tool for data analysis. We also would like to thank to the Private Higher Educational Institutions in Terengganu for giving us the opportunity to conduct the survey. Lastly, special thank to our team members of EMBA for their support. TABLE OF CONTENT NO | TITLE | PAGE NUMBER | 1. | CHAPTER 1: INTRODUCTION | | 2. | CHAPTER 2: LITERATURE REVIEW | | 3. | CHAPTER 3: METHODOLOGY | | 4. | CHAPTER 4: DATA ANALYSIS AND FINDINGS | | 5. | CHAPTER 5: DISCUSSION AND CONCLUSION | | 6. | CHAPTER 6: RECOMMENDATION | | 7. | REFERENCES...
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...These programs are attractive to teachers and parents because they are academically challenging for students and encourages them to continue their postsecondary education. d. Career Academies e. Career Clusters- industry classification system for education with 16 broad and unique career clusters that provide educators, counselors and parents to help youth and adults identify their career interests and goals and to plan for their future. They consist of all entry-level through professional-level occupations in a broad industry area and include the both academic and the technical skills and knowledge needed for future education and careers. f. Carl D. Perkins Act- defined vocational and technical education as “organized educational activities that offer a sequence of courses that provide individuals with the academia and technical knowledge and skills that individuals need to...
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...CHAPTER 2 WHAT IS EXPERIENTIAL LEARNING? James W. Gentry Members of ABSEL are dedicated to the proposition that students can learn from experience. Most people adhere to the notion of “trial and error” learning. Various ABSEL participants have used the following quote, attributed to Confucius, to express their conviction that experiential learning is effective: I HEAR AND I FORGET I SEE AND I REMEMBER I DO AND I UNDERSTAND.1 Others have cited Sophocles’ quote from 400 B.C., “One must learn by doing the thing, for though you think you know it-you have no certainty, until you try.” Or, one could quote George Santayana, “The great difficulty of education is to get experience out of ideas.” It is hard to argue that experience will not lead to learning under the right conditions. However, it will be argued that the resultant learning can be in error unless care is taken to assure that those conditions occur. The purpose of this chapter is to delineate the components of “experiential learning” so that the necessary conditions for “proper” learning can be specified. While most pedagogies allow students to learn experientially to some extent, an attempt will be made to distinguish those approaches which would be more likely to facilitate experiential learning. While the title of the chapter implies a focus on learning (the student perspective), to a large extent the chapter actually focuses on the structuring of the experience (the teacher perspective). What the student takes away...
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...Robert Branch What do you expect some of the differences will be between your master’s degree program and the doctoral program? Deactivated Christopher Stevens 2 posts Re:Day 2 Discussion Question Day 2 Discussion Question: What do you expect some of the differences will be between your master’s degree program and the doctoral program? The differences between my master’s degree program and the doctoral program are in the whole of me. There has been a complete change in my reasons for pursuing another advanced degree: I now audit and acknowledge my motivational factors and professional values that drive my pursuit for lifelong learning and academic success, and my spiritual wellness is now evident and a reliable resource for good health. When I reflect on and realty-check my master’s degree journey, my motivations were about becoming gainfully employed and achieving a new credential. My values were about establishing my career and acquiring the benefits thereof. I was young, ambitious, and ready to change the world. Then, life happened. Life’s experience unlocked the door and invited me to be open to all possibilities; to take complete ownership of my journey; to cultivate a spiritual relationship with a higher order; and to know that divine intervention exceeds intelligence and is simply necessary. The key difference is the seasoning of my life. The seasoning that hones you and places you at a new crossroad to reach higher...
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...JOURNAL ON EDUCATIONAL MANAGEMENT JOURNAL ON EDUCATIONAL MANAGEMENT DR. ELSA E. GUMIRAN PROFESSOR DR. ELSA E. GUMIRAN PROFESSOR MELISSA F. PANAGA M.A ED. STUDENT MELISSA F. PANAGA M.A ED. STUDENT THEORIES OF EDUCATIONAL MANAGEMENT INTRODUCTION: Education is the key to change the traditional way of living and to open the gate of modern way of life. As a result, the management of educational organization is regarded as one of the most important management angles in the society. Educational management, according to researcher Tony Bush argues that education management has to be concerned with the purpose or aims of education. These objectives or aims serve to provide a crucial sense of direction in managing educational institutions. At the heart of education management is the process of deciding on the goals and objectives of the educational institution. In some schools, universities and colleges, it is the principal or the president, whichever is the title of the organization’s highest official that decides these goals and objectives. Often, this is done with the help of the principal or president’s senior colleagues and even the school board or its stakeholders, in the case of a private corporation. However, in many educational institutions, education management with respect to goal setting is a corporate activity done by formal bodies or informal groups or individuals. The other...
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...One may think that little comparison could be made between Niccolo Machiavelli’s The Prince and George Orwell’s Animal Farm. However many of the theories of leadership put forward in 1513 in The Prince can be found in Animal Farm. Those same ideas and theories can be applied to educational leaders and educational leadership to examine the morality of Machiavelli’s practices in education. This paper will compare and contrast leadership elements in both The Prince and Animal Farm. Machiavelli wrote The Prince in 1513. The purpose of The Prince was to record the knowledge that Machiavelli held in regards to leadership and power. Machiavelli lays out in details the ways in which a prince can come to power and how to maintain that power. The principles that Machiavelli put forth are straight forward with no sugar coating and often considered immoral. Orwell’s Animal Farm is in stark contrast to The Prince’s fiction. The novel is set on an English farm where the animals have taken over the farm from humans to rule it for themselves. The animals start out believing that the product of their labor will benefit only them and that all animals are to be treated equally. Over time one of the animals comes to power and emanates the human habits that lead to the overthrow of the humans in the first place. The work is satirical of the Communist Revolution and Stalinism. Orwell and Machiavelli present a united front in the portrayal of the non-ruling class. Machiavelli makes no apologies...
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...Leadership styles, entrepreneurial orientation and family business growth in Ghana. The research problem While the number of family business abounds in Ghana, one sees lots of these slowly dying and some going bankrupt (Wolf, 2004). The lack of continuity and growth in family businesses is a major concern because of the primary contributory role that family businesses play in the world economy (Lansberg 1999: 1). It is perceived that entrepreneurial activities in Ghana lack the dynamism and competitive edge of those in more developed countries (Saffu, 2004). One reason that can be advanced is the lack of appropriate leadership style and competencies to manage the family business enterprises in Ghana (Wolf, 2004). Researchers in the fields of organizational behavior and leadership have examined leadership styles and their effects on such variables as job satisfaction, job stress, role conflict, job performance and organizational commitment (Humphreys et al., 2003, MacKenzie et al., 2001 and Stock and Hoyer, 2002), in the context of the North American and other developed countries and has rarely been conducted in emerging economies with different cultural orientation (Fakhrul et al 2011), and the Ghanaian context is no exception in this regard. Globally, there is a dearth of research regarding the influence of leadership styles and entrepreneurial orientation on the growth of service sector businesses including private schools. According to (Kest, 2007) there is a lack...
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...Review of Research School Leadership Study Developing Successful Principals Stephen Davis Linda Darling-Hammond Michelle LaPointe Debra Meyerson Stanford Educational Leadership Institute Commissioned by The Wallace Foundation SELI Stanford University School of Education 520 Galvez Mall Stanford, CA 94305-3084 Phone: 650.724.7384 Fax: 650.723.9931 Email: principalstudy@stanford.edu http://seli.stanford.edu This report was commissioned by The Wallace Foundation and produced by the Stanford Educational Leadership Institute in conjunction with The Finance Project. © 2005 Stanford Educational Leadership Institute (SELI). All rights reserved. Principals play a vital role in setting the direction for successful schools, but existing knowledge on the best ways to prepare and develop highly qualified candidates is sparse. What are the essential elements of good leadership? How are successful leadership development programs designed? What program structures provide the best learning environments? What governing and financial policies are needed to sustain good programming? “School Leadership Study: Developing Successful Principals” is a major research effort that seeks to answer these questions. Commissioned by The Wallace Foundation and undertaken by the Stanford Educational Leadership Institute in conjunction with The Finance Project, the study will examine eight highly developed pre- and inservice program models that address key issues in developing strong...
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...Applying Leadership Theories Dakisha Magee Grand Canyon University: EDA 575 MAY 1, 2013 There are six proposed leadership styles that are considered suitable to use when making reference to educational leaders. The first style is that of the Directive Leadership. Directive leadership is used when there are conformities and time restraints. More often than none, the directive leadership style is used when the leader is the only one with the required knowledge to operate in the situation at hand. The next leadership style is that of Participative Leadership. Participative leadership is also used during time restraints. In this particular leadership style, the leader often gathers input from others, but makes the final decision. Another leadership style is that of Collaborative Leadership. This is the leadership style that’s most often used, and preferred by many educational leaders. The Collaborative leadership style has no time restraints, no true sense of urgency, and decisions are made as a group effort. Leaders are frequently developed from this said leadership style. Yet another known leadership style is that of Coaching Leadership. Coaching leadership exemplifies the mentor teacher role. This particular leadership is used when group efforts aren’t beneficial. When exercising the Coaching leadership style, the inferior performs leadership activities under the direct guidance of a superior with hopes of enhancing the skill level of the inferior to one day...
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...Applying Leadership Grand Canyon University EDA-575-0101- Educational Leadership in a Changing World October 1, 2014 ABSTRACT Leadership is very important in a school setting because it helps in the directing of a quality education and it can help with the development of future leaders through the educational system. Throughout any given educational institution, leadership theories are applied when developing leadership, based on the individual behavior and traits of your educators. Leadership theories are also applied based on the particular culture and climate of the learning institution. Utilizing multiple leadership theories will allow the educational leader an opportunity to determine what theories work, but for his or her school setting. The utilization of leadership theories will not only create future educational leaders, they will also contribute to the overall improvement of the school. MY CHOSEN LEARNING ENVIORNMENT I have chosen the school where I currently teach to serve as my main research school for the entirety of the course. I work at a high school call Jackson Central Merry Academy of Medical Technology in Jackson, Tennessee. JCMAMT is a public school in an urban lower-class neighborhood with a significant majority of African American and Hispanic students. There are many leadership theories that are consistently being used in my school setting. The leadership theories I have chosen to expound on in this essay involves: participative, transformational...
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