“School Organization” Please respond to the following:
- Analyze the models of school organizations and explain how they have helped to form your understanding and concepts of what a school is. Choose the model of school organization that has influenced your image of schools the most and explain why.
- Think of how you would like schools to be organized and determine your top three priorities regarding the subject. Determine the support needed to establish these three priorities.
In my understanding of the models of schools organizations, in society one must learn the rules and regulation structure of the public school system. From my understanding, I see the public school system as warehouse and prison like settings. I think these students can learn if taught the rules and structure of the public school system. One of the structures that helps students understand similarities and differences is the knowledge of concepts. It is important for students to have a good understanding of different concepts as it assist in their ability to follow rules, instruction and what they are asked to do. In order for students to use concepts in following rules and instructions, they need to have a good understanding about what these concepts are and what they mean. By developing this understanding they are better able to follow rules and instructions at school, home, and in a workforce environment. I think when students have difficulties with understanding concepts, they struggle to follow rules and instructions containing concepts.
However, when this happens some schools develop alternative schools especially for students who misbehave in regular schools. Meanwhile, sometimes schools function like a hospitals and try to provide remediation, counseling and help. However, these alternatives serve as nothing more than warehouses where students, who present behavioral problems are stored away until they are shipped out. Some students shape up and get the understanding of concepts, according to rules and instructions in the public school systems. Nevertheless, sadly some students just fall into the pipeline system such as juvenile and prison systems.
Choose the model of school organization that has influenced your image of schools the most and explain.
The school as a warehouse or prison has influenced me the most do to students falling behind in their learning abilities. We have students from different backgrounds and cultures. The single parents and parents, who work long hours to keep their home together. These parents hardly have time to sit down and do homework with their children. In society now we see students, who feel like they don’t fit in with others and are picked on or picked at. However, it use to be what clothes students wore and the shoes they had on that got them picked on. Then came the school uniforms to help solve these problems. Next, comes the bullying of students for no real reasons, I think this has lead to school shootings and committing suicide. I feel like the public school system operates some like the warehouse and prison stage. The public schools have police at the schools for safety reasons and teachers must be aware of where their students are at all times. This makes it hard for them to teach and concentrate on the lesson plans for higher learning. Nevertheless, the problem of not having enough money for after school programs to help students and not enough money in the school budget for building new schools or purchasing technology for better learning. Our public school systems have a long way to go, but its never to late to make changes within our public schools.
Schlechty, P.C.(2009) Leading for Learning: How to transform schools into learning organizations. San Francisco, CA; Jossey-Bass.
“Leadership Practices” Please respond to the following:
- From the first e-Activity, analyze the educational leadership practices discussed in the case study. Select the teacher leadership practice that you prefer and explain why.
- From the second e-Activity, determine whether you are a teacher leader or not. If you consider yourself to be a teacher leader outside of the classroom, examine three different ways that you share your teacher leadership skills with your coworkers. If you do not consider yourself to be a teacher leader, propose three ways that you could become a teacher leader. Create five best practices for effective teacher leadership that can be utilized when transforming from a school into a learning organization. (Best practices can come from a combination of personal experience, text, outside research, etc.)
When I think about teacher leadership, I first think about the principal that he/she works under. I for one have great assistant/academy principals and an executive principal who has pulled leadership out of me. For instance I have been pulled demonstrate many leadership positions such as professional development trainer, content lead teacher, teacher mentoring, and so on. Good leaders understand the strengths and weakness of those they work with and they know how to utilize them for the greater good of the organization, community, team, etc. They also understand that what we are working towards is important for those we serve and for those who they area guiding (teachers). Good leaders can help you realize your potential and talent. I have tried to model this type of leadership that my principals have shown me in my classroom. An effective school principal embodies the following attributes; sets clear values, vision, and mission, improves conditions for teaching and learning, and promotes student achievement. According to Subber (2011) these thee attributes are a just few of what an effective school leader embodies, however they are the most important ones and have proven to change the dynamics of poor performing schools. Masumoto and Brown-Welthy (2009) quote Murphy and Shipman who said “a school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources” (1999, p. 218).
The types of leadership styles that were discussed in the case study were transformational, distributive or collaborative, and instructional leadership. I like the transformational leadership the most because I think that it is important for a leader to establish certain norms. Ubben, et at., (2011) suggest that principals should be transformational leaders. Transformation leaders best practices are to assists and solicits members of an organization for ideas and decisions. Before the transformational leader can solicit ideas, he/she first need a clear understanding of what the purpose or mission is of the school. Questions that the school leader should reflect on are; what is the need or needs that are to be met, how will we achieve these needs, and by what actions? The leader has to examine what has been done before; what education and teaching standards have been in place and are these standards beneficial to student achievement Ubben, et at., p.11 (2011). All of these questions are what shape the mission of a school. In order for the organization to be lead into a desired direction, the school leader has to decide on a mission for the school. The school leader must establish clear goals that are based on the values and vision of the school; the mission should be a reflection of how the leader plans to achieve the goals according to the book, The Principal Ubben, Hughes, and Norris (2011). The principal’s values may even be a reflection of his/hers personal interest in education; for instance a principal may feel in order to have quality instruction for students, discipline, must be the dwelling force to drive student achievement. The principal then may spend a significant amount of time imbedding and perfecting the discipline structure as a value of the school. Value by definition means “that something is held to deserve or of importance, or useful” (Ubben, et al., 2011). Clear values conveys a clear vision or image of what the principal desires for an education system. Vision by definition is describe as “the capacity to create or communicate a view of the desired state of affairs that induces commitment among these working in the organization” (Ubben, et at., 2011). I am a teacher leader in training, but I have a desire to help people pull out the best in them, whether that is students or other teachers/colleagues.
Lecture, (no date). Retrieved from:https://blackboard.strayer.edu/bbcswebdav/institution/EDU/558/1212/Week3-1212/Lecture1/EDU558_W3/player.html
Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools. Journal of Research in Rural Education, 24(9). Retrieved [July 9, 2018] from http://jrre.psu.edu/articles/24-1.pdf
Suber, C. (2009). Characteristics of Effective Principals in High-Poverty South Carolina Elementary Schools. The Connextions, 1-14.
Tobin, J. (2014). Management and Leadership Issues for School Building Leaders . NCPEA International Journal of Educational Leadership Preparation, 1-14.
Ubben, G. C., Hughes, L. W., & Norris, C. J. (2011). The Principal. New Jersey: Pearson