School Operations for Student Learning: Educational Leadership

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Introduction

It is no secret that education largely determines the future fate of many people. It is why an educational institution should be as effective as possible at all levels of its structure. Educational leaders are the people who optimize many processes within the organization, guide teaching staff, set the vision, and make the resources of the educational institution more efficiently allocated. They, and me, get these and many other skills from learning. Reflecting on the material is that part of the educational process that allows one to reconsider and rethink some things and learn new meanings. This reflection paper will discuss several aspects of School Operations for Student Learning and performance indicators for Georgia Department of Education (GADOE) Leadership Assessment Performance Standard 4 – Organizational Management.

School Operations for Student Learning and Performance Indicators for GADOE Leadership Assessment Performance Standard 4 – Organizational Management

It is safe to say that, and I think so, School Operations for Student Learning is crucial for all those enthusiasts to be educational leaders soon. There, students learn, master, and improve such essential organizational management skills as “assessing, planning, implementing and monitoring” (Georgia Department of Education, 2016, p. 1). The functioning of a school or college is highly dependent on what students have learned from their courses. For example, a school organization fulfilling its short and long-term goals using only available resources indicates that the leadership team has the knowledge of how to make the curriculum scheduling process systematic and collaborative. Timely identification and problem-solving show that managers within the educational organization regularly review the curriculum documents, collect and analyze relevant data. An educational institution’s performance and the leadership team’s awareness of their responsibilities and skills are deeply interconnected.

The course shows that not only teachers but also the entire structure of a school or college determine the quality of education. Teachers’ use of common assessment methods indicates that educational leaders know public education state laws, regulations, and rules and apply procedures and measures necessary to comply. When “a common vision and mission have been developed through a collaborative process and communicated to most stakeholders,” it is a sign of well-developed shared decision-making within the organization’s staff and a workplace that is comfortable for all (Georgia Department of Education, 2016, p. 25). Another thing that also shows that the educational leader is competent is that the school’s improvement plan is in line with the educational institution’s financial capabilities.

Easy and Difficult Aspects of GADOE Leadership Assessment Performance Standard 4

What Would Be Easy

It is natural that students learn some aspects of the curriculum quickly and have difficulty with others. I believe that I am not an exception in this case. However, to be a professional educational leader, it is necessary to master even the most complex course materials. I would do well with topics such as state public education legislation and the establishment and enforcement of rules and policies in the school environment. Monitoring, reviewing, collecting, and analyzing performance data, supervising the workflow, and finding, identifying, and solving problems would also be easy aspects of GADOE Leadership Assessment Performance Standard 4 for me. I also believe that it would be easy for me to acquire skills related to the development of organizational vision and mission and the implementation of shared decision-making in the staff members. Simply put, all humanitarian aspects of an educational institution’s organizational management would be easy to comprehend for me.

What Would Be Hard and How to Deal With It

What would be difficult for me in learning educational leadership are numbers-related topics. I believe I would need more time to know how to review fiscal records properly and what to look for in them. Planning and preparing a balanced budget for school or college would also be one of the most challenging educational leadership aspects. Therefore, I would need to become more proficient in budgeting to reach Level III of GADOE Leadership Assessment Performance Standard 4. It can be achieved by doing course assignments, learning budget types, and budgeting techniques. Practice is also essential in gaining the necessary skills for effective and error-free budgeting.

Conclusion

Here, I reflect on course material and analyze interconnections between School Operations for Student Learning and performance indicators for GADOE Leadership Assessment Performance Standard 4 – Organizational Management. The first part of the paper provides a detailed description of how performance markers show the leadership team’s professionalism level. The impact of the competence of educational leaders on the performance of schools and colleges was also discussed. In the second part, I analyze my own knowledge and make predictions about topics that I will have to explore in the near future. As I noted above, I feel confident with my understanding of educational leadership’s humanitarian side, but I would need more time to study budgeting theory and practice. Reflection papers shed light on previously unnoticed meanings and terms; that is their significance. Students understand previously misunderstood concepts and their connections, which are often mutual by doing them.

References

Georgia Department of Education. (2016).Guide to operational level on key Georgia school performance standards. Richmond County School System. Web.

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