The final draft of my concept map that demonstrates my understanding of Leadership in Schools. I must admit that I never actually considered how much a Teacher Librarian (TL) as a part of the leadership structure of the school. My adventure in learning thus far this semester has lead me to recognise how much the TL does that is situated well within the realm of leadership.
I have become acutely aware of a significant barrier to the leadership role within my current educational setting.
I believe as a TL the leadership styles I would use most frequency would be servant and instructional.
In hindsight I spent far too much time agonising over my concept map and the critical narrative was a daunting and exhausting experience.
It is my opinion that the TL embraces leadership by inspiring, motivating and supporting change in his or her school community. One of the many drafts I completed whilst trying to capture my understanding of Leadership in schools.
An informative and engaging read Danielle, you have developed a personal voice in your reflection. Participants in this workshop will receive an overview of the field of systemic thinking and planning, examine a variety of leadership models, and engage in specific activities which allow participants to apply their learning in their own context.
Participants in this workshop will receive an overview on the impact of cultural on our schools and the critical role it plays for leaders in the 21st century. Participants in this workshop will learn the fundamentals of building, leading and sustaining leadership teams.
Participants in this workshop will receive an overview of the change process and how it influences the school’s structure and operational integrity.
In today’s climate of high expectations, school leaders especially the principals are the focus on improving teaching and learning. The job requirements sound overwhelming.  But they also signal that the field has begun to give overdue recognition to the critical role and mounting demands on school principals. Growing consensus on the attributes of effective school principals shows that successful school leaders influence student achievement through two important pathways — the support and development of effective teachers and the implementation of effective organizational processes.
There is evidence that suggests that school heads make a strong impact on student learning. 3) Developing the ability to transform schools into more effective organizations that  foster powerful teaching and learning for all students.
Principals who undergo concept-driven preparation programs that consist of a yearlong and carefully mentored program received higher performance evaluation ratings by supervisors and were perceived by teachers as being more effective in managing their schools, according to a recent study. Therefore, continuous, career level-appropriate, and seamless professional development is essential to a principal’s progress.
Measures could be established on the practice of bringing and plugging in personal equipment such laptops and cell phones and personal appliances such as radios and coffeemakers in schools. Communicate clearly and effectively to the whole school community the reason behind these new belt-tightening measures. A few years ago, participants of an international convention on education were asked what their priority was for their respective country’s educational system. Both public and private schools find themselves in the same tight fix of losing teachers and declining material resources. Insufficient funds due to low enrolment and poor teacher retention are just few of the many troubles that the country’s educational structure faces. One program that offers training-seminars to school administrators and educators is the Leadership Strategies for School Managers (LESSM). In spite of economic limitations, there are still educators who remain dedicated to improving the educational system in the country. The experience of teachers who undertake such leadership roles is greatly enhanced and prepares them for even greater responsibilities within the school. Firstly, what meanings are attributed to the term distributed leadership within headteachers’ working vocabulary?
Secondly, do headteachers think of and practice distributed leadership in the same way as is suggested by experts in the field? Thirdly, what issues do headteachers face in trying to ‘distribute’ leadership or create contexts in which leadership is dispersed? Following extensive discussion, interviewing and planning, it gives us great pleasure to announce our student leadership structure at Kingdown School.
With opportunities from tutor group responsibility to House representation right through to Head Student. We are pleased that all students at Kingdown School have the opportunity to make their thoughts heard. You can find out more about life at Kingdown School, our approach to teaching and learning, key links for parents and students or browse our resources.
Kingdown School is a trading name of Acorn Education Trust, a private charitable company limited by guarantee.

It has become apparent through research that the TL is the ideal candidate for a leadership role in a school due to their knowledge of curriculum, understanding of current pedagogical requirements, knowledge of ICTs and broad understanding of the students in the school context (McKenzie, 2010, p. I think I became hung up on the word ‘narrative’ when I really needed to recognise that it was a justification of the elements I had included in my concept map that was required. This assignment has helped me to clarify my understanding of leadership within the school context and gain a better insight into the complex leadership role of the teacher librarian.
Strong leadership results in greater student achievement, highly skilled teachers and a community that values and promotes learning. Included in the workshop is a review of each participants context, current organizational vision and mission, strategies and tactics, and decision-making, assessment and evaluation protocols. Included will be a detailed examination of how issues of diversity, equity, inclusion, social justice and multiculturalism affect the day-to-day functioning of schools and how leaders can strengthen their leadership capacity. Included will be an overview of how effective, high performance teams can impact a school and its overall operation. We explore models and practices which enable leaders to lead change while maintaining the school’s mission.
I remember participating in a number of seminars and attending a few classes on the same topic. Much like any other institution or company, schools need strong leadership in order to excel.  Schools with strong leadership promote good teaching and high level of learning.
They need to be educational visionaries, instructional and curriculum leaders, assessment experts, disciplinarians, community builders, public relations experts, budget analysts, facility managers, special program administrators and expert overseers of legal, contractual and policy mandates and initiatives. The question is: are present and future principals getting the professional preparation they need to meet them? This consensus is increasingly reflected in preparation and licensing requirements, which generally subscribe to a set of common expectations for the knowledge, skills, and dispositions of school leaders. The principal’s abilities are central to the task of building schools that promote powerful teaching and learning for all students. Training activities should build on prior learning experiences and continue throughout the stages of a principal’s career.
School management has to be prudent—and at times, creative—not just to make ends meet but to achieve high educational standards at that. Short training courses, such as the Leadership Strategies for School Managers (LESSM), aim to address this need.
Determine the electricity consumption of the appliances and equipment that your school uses through an energy audit.  Find out which equipment use up the most electricity and cut down on any unnecessary use of the equipment. In the United Sates, some schools allow teachers and staff to use personal appliances in the school, but for a fee. School officials must be able to get the cooperation of all members of their community, from teachers to students to staff to parents, in order to effectively implement the changes in policies and procedures. Most of the attendees said that they want a desktop computer for each student in their country.
But much as they love being part of students’ lives, Filipino teachers simply cannot support their families with their income. While private schools can implement tuition increases to cover their expenses, they can only go so high.  Parents, who feel the burden of the weakening economics, cannot afford higher tuition fees.
The LESSM is a series of training sessions specifically designed for school leadership enhancement. It provides educators an opportunity to brainstorm with their peers on possible solutions to potential problems in school management. But a survey of 4, 310 public schools conducted by The Department of Science and Technology (DOST) showed two of the major problems in implementing ICT education for instruction are 1) teachers’ fear of the technology and 2) lack of appreciation of school principals to the idea of ICT education.
These school leaders still believe they can make a difference.  In their desire to provide students and teachers the best guidance, they invest time, money, and effort to enhance essential skills—communication, management-mindedness, and strategic leadership. Many aspects of the school's provision and practice are distributed to others who take on leadership roles in working with other staff.
Thus the capacity for leadership is developed in these individuals and within the context of the work of the whole school. Like Purcell (2010) suggested ‘All librarians do is check out books right?’ petty much summed up my thoughts. This means that depending on the days of ‘official’ work leadership team meetings may be scheduled on a non-work day and staff meetings and professional development opportunities may require attendance outside the hours of duty.
It has also inspired me to think about the future and how best to utilise the models of leadership to elicit the best from all the stakeholders in my school context. Strong leadership also maintains school focus and organizational coherence through a landscape of change, growth, and development. Participants will leave the workshop with a framework for assessing the effectiveness of their systemic thinking and a plan for improving their approaches within their context.
There will be opportunities to learn about respecting and affirming differences, expanding one’s knowledge base and examining strategies on how to lead within a cross-cultural setting. Participants will also learn how distributed leadership can be developed parallel to building teams and how distributed leadership can engage everyone in practices which hold everyone accountable to the goals set forth by the school.

Included in this workshop will be an examination of change management strategies and tactics, current change challenges in your own context, and how to plan for leading change.
Our leadership coaching process involves timely questioning and feedback techniques, opportunities for reflection and challenges designed to promote new learning for leaders as they seek to carry out their leadership mission. Effective school leaders recognize and assume a shared responsibility not only for students’ intellectual and educational development but also for their personal, social, emotional and physical development.
It is therefore important that closer links should be made between teacher preparation, administrator preparation, and administrator professional development in order to provide a continuity of learning experiences framed around the principles of effective teaching and instructional excellence. Units must also be turned off during lunch breaks and an hour before people leave the office. Turning off the lights of various rooms that are not in use or of hallways that already have enough illumination, using low-wattage lights such as compact fluorescent lights, or, better yet, maximizing natural light to illuminate a room can lead towards a collectively substantial reduction in energy consumption. They must be open to dialogues and suggestions in order to ease the anxiety felt by all stakeholders.
The Philippines had a more modest goal – just a chair and a writing table for every pupil in public schools.
Many have already transferred their children to less expensive private schools and to public schools because of financial limitations. It takes sheer determination and strong purpose to manage and maintain a good school even in tough times.  School managers need all the help and training they can get. It tackles human and legal issues in school management, financial stability, excellent teacher retention, among other topics. Majority of the participants who have attended the LESSM believe that good school leadership is one of the keys in maintaining effective schools. These roles may result from formal job descriptions eg Vice-principal, Key stage co-ordinator, head of year; however in other cases they may be undertaken for short periods of time for a particular purposes and not linked to a hierarchical post structure. In some schools between two thirds and three quarters of all staff may be underaking such leadership roles to the benefit of themselves, those they work with, the whole school and ultimately the NI system as good practice is shared. Negotiating the best way to support the leadership vision under these circumstances would be a challenge. I think I would be an instructional leader in the provision of professional development (Marzano, 2005, p.18) sessions and communicating, via email or otherwise, the latest and greatest within the school resource collection or trending ICTs. Romney Associates consultants work with current and aspiring school leaders to help them develop the broad knowledge base and critical leadership skills needed for success. Participants will be able to review leadership challenges related to cross-cultural and create next steps for learning and application within their context.
Included in this workshop will be an opportunity to examine the organization and level of functioning of the teams in your school, team leadership and communication skills, power and influence, conflict and decision-making management, and coaching and professional development opportunities. Unlike what some may think, this kind of leadership does not rest solely on the school administrator, director or principal. Moreover, effective school leaders collaboratively create a vision of success for all leaders and use their skills in communication, cooperation, and community building to ensure that the vision becomes a reality.
Asking computer users to make full use of energy-saving features of their equipment can help some more. 31) highlighted the range of roles that a TL can be responsible for that provided valuable insight into specific details regarding leadership.
I imagine I would utilise transformational leadership in this instance and commit myself to do what is best for the school (Avolio, Walumbwa & Weber, 2009, p.
To prepare us for the whole process, all of us (management, faculty, staff) worked out our vision of education, designed the systems that will be aligned to that vision and committed our efforts to work towards its achievement. We talked about setting realistic goals and putting systems in place to continually assess our performance.
There is thus a need to modify not only our views on teaching but also to update ourselves with more modern and student-centered teaching practices.
Neither is my work limited to preparing materials and activities that will engage student learning.
Teacher leadership, far from what I initially expected, is not one that simply sets the pace.
Learning after all is a personal affair, albeit accomplished through the help of many others.
As no two students are alike, I found it necessary to use multiple strategies for better student engagement. More than this however, the use of appropriate pedagogies and strategies allowed me to customize my lesson to the context and needs of my students hence maximizing their learning and making it more relevant.
These created more meaningful changes in student learning and allowed me to try out new ideas and assess their effectiveness in the classroom.

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Comments to Leadership in schools courses 2014


21.05.2015 at 21:10:11

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21.05.2015 at 16:38:57

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