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The Cultural Change Principal's efforts to motivate and energize disaffected teachers and forge relationships among otherwise disconnected teachers can have a profound effect on the overall climate of the organization. Sustainability depends on many leaders—thus, the qualities of leadership must be attainable by many, not just a few. Elsewhere, Fullan (1992b) is even more critical, 19 quotes from Michael Fullan: 'Leaders have to provide direction, create the conditions for effective peer interaction, and intervene along the way when things are not working as well as they could. 1703 North Beauregard St. To do so successfully requires that principals are confident in their ability not only to assess the quality and effectiveness of teachers but also to take the necessary actions when instruction is weak (Painter, 2000). A key responsibility of school leaders is to sustain learning, and this can best be accomplished through leading learning endeavors that are focused on long-term outcomes rather than short-term returns. Instructional Leadership is the nexus between the key instructional leadership research and the practical day-to-day role of the school leader. Coherence is an essential component of complexity and yet can never be completely achieved. Fulfilling these multiple responsibilities well requires principals to possess an inner compass that consistently points them toward the future interests of the school, never losing sight of their schools' visions, missions, and goals. In fact, principals may need two tâ¦ Professional development that addresses school capacity. Organizations must set their sights on continual improvement at all levels, and for that they must nurture, cultivate, and appoint successive leaders who are moving in a sustained direction. Principals need to function as the chief instructional leader of their school while balancing multiple responsibilities. Evaluating teachers is addressed in more depth in Chapter 4. Collins, J. Learning needs to occur throughout an organization, and principals need to become participants in the learning process in order to shape and encourage the implementation of effective learning models in their schools. Principals who focus on school improvement have more effective schools (Shen & Hsieh, 1999). Successful principals understand that it is important to establish clear learning goals and garner schoolwide—and even communitywide—commitment to these goals. But the Cultural Change Principal is also concerned with the bigger picture and continually asks, How well are other schools in the district doing? Without meaningful data it is impossible to monitor and evaluate the effectiveness of school initiatives. Having a clear image of their schools helps principals avoid becoming consumed by the administrative requirements of their jobs. Transforming culture—changing what people in the organization value and how they work together to accomplish it—leads to deep, lasting change. Using data to make instructional decisions. They realize that overload and fragmentation are natural tendencies of complex systems. Leaders help others assess and find collective meaning and commitment to new ways. Consequently, principals are not the only instructional leaders in a school. (2001). Appreciate the implementation dip. They challenge their staff to reexamine assumptions about their work and how it can be performed. Principals who distribute leadership across their schools contribute to sustainable improvements within the school organization (Hargreaves & Fink, 2003). Effective leadership sets the direction and influences members of the organization to work together toward meeting organizational goals. magazine and save up to Address The development of a clear vision and goals for learning is emphasized by principals of high-achieving schools (Leithwood & Riehl, 2003). Perhaps the most popular theme in educational leadership over the last two decades has been instructional leadership .. Today, school districts collect demographic, achievement, instructional, and perceptual data in an effort to improve teaching and learning. Attaining school goals requires individual and shared efforts (Kyrtheotis & Pashiardis, 1998b). Phone Cultural Change Principals, by contrast, concentrate on student learning as the central focus of reform and keep an eye out for external ideas that further the thinking and vision of the school. Schools and districts need many leaders at many levels. The lessons of leadership. Having a clear image of their schools helps principals avoid becoming consumed by the administrative requirements of their jobs. Beyond the ability to successfully gather and analyze school data, principals need to possess basic skills for using these data for setting directions, developing people, and reinventing the organization. In this chapter, we will show how instructional leadership and leadership for learning are interconnected and what implications these have in improving student performances. According to Fullan (2001), âthe litmus test of all leadership is whether it mobilizes peopleâs commitment to putting their energy into actions designed to improve thingsâ (p. 9).
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