The districts mission and vision closely align with the components of the school improvement plan suggested by Tomal, Schilling, and Trybus (2013). The first and second elements of the plan are probably most related to the districts vision and mission since they presuppose analyzing the available data and establishing the main factors along with setting the mission, vision, and values of the district. The vision involves the assessment and monitoring of students progress, so it is viable to say that there is the alignment with the improvement plans components.
Other plan areas that are closely associated with the vision and goals include creating the action plan and monitoring its implementation, sharing the responsibilities, and obtaining the approval of the education board (Tomal et al., 2013). With the help of such a plan, it will be possible to keep a constant control over how the district copes with the set goals and mission. By allocating duties to various stakeholders, it will become easier to obtain feedback and monitor the achievement.
The faculty are well aware of the mission and vision as the guiding principles of the school improvement plan. All crucial information has been presented to the faculty in the form of a brief report so that they could become acquainted with it and make any remarks if needed. As a result of the improvement plan, several change initiatives have been suggested. The first one is aimed at increasing students achievement in reading. The second initiative is focused on boosting students performance in math. Finally, there is also an initiative to eliminate the knowledge gap in the two mentioned subjects by enhancing the achievement of trailing subgroups.
Commenting on the Peers Topic
I find your topic rather important since I also believe that ELL students require additional support due to the numerous challenges they experience when studying. I agree with you that school improvement plans can promote the academic progress of such learners. When preparing the transition to higher education, it is crucial to make all possible efforts for the enhancement of students opportunities so that they could eliminate the language barrier.
Explaining My Topic
The needs assessment topic is the improvement of students performance in math and reading and the elimination of the gap between conventional and trailing subgroups. The topic is rather significant since the successful realization of the goals that have been set will promote better education outcomes in the district. The first dimension that can help to design specific needs assessment statements is student-centered learning.
This aspect presupposes suggesting support to learners that have problems with adhering to the expected standards. The second dimension is resources and instruction, and it involves creating a clear plan of actions. Such a plan has the potential to communicate goals with strategies, which promotes the correspondence with the expectations of the district board. The third dimension is the involvement of parents and the community since their support is vital for students. The fourth dimension is the organizational climate, and it presupposes the arrangement of a solid leadership process among educators.
Needs Assessment Statements
It is crucial to evaluate at what level the current school action plan adheres to the requirements set by the district board.
It is necessary to assess the level of involvement of the school teachers in the mission and vision of the district.
Reference
Tomal, D. R., Schilling, C. A., & Trybus, M. A. (2013). Leading school change: Maximizing resources for school improvement. Lanham, MD: Rowman & Littlefield Education.
Every organization, including those that provide education, has its own regulations. For instance, Lancaster Central School District (LCSD), which is located in the state of New York, has a Code of Conduct that involves students, employees, parents, and visitors (Lancaster Central School District [LCSD], 2022). The Code determines the rights and responsibilities of each party involved in the functioning of the educational establishment (LCSD, 2022). LCSDs Code of Conduct presents rules that do not oppose federal and state policies regarding free speech, religious freedom, association, or assembly.
The Code of Conduct of LCSD does not have elements that could be controversial concerning the liberty of speech, assembly, and association. The school district obeys regulations declared in the Constitution of New York state and directions specified by the US Department of Education. Although the two statutes are not necessarily guidelines, they are the primary rule setters that pilot LCSD. Consequently, both instructions propose that all individuals, including students, have the right to speak freely, assemble, and associate peaceably (New York State Senate [NYSS], 2021; US Department, 2022). Accordingly, LCSDs Code of Conduct does not seem to limit freedom of speech or friendly assembly (LCSD, 2022). In fact, the Code encourages peaceful communication between pupils, school administration and teachers, and parents (LCSD, 2022). Moreover, students are asked to report any violations of the Code (LCSD, 2022). Notably, the Code has certain restrictions on speech or any conduct that facilitates violence or discrimination, such as communication of sexual nature (LCSD, 2022). Therefore, while LCSDs Code of Conduct encourages freedom of expression and interactions according to state and federal rules, the school limits contacts that may induce brutality.
Furthermore, LCSDs Code of Conduct does not appear to have any aspects that oppose religious freedom. The federal Department of Education and the New York state Constitution protect the right to exercise religious worship without discrimination (NYSS, 2021; US Department, 2022). LCSD follows the Dignity for All Students Act (DASA), which mandates that schools have to establish a safe and supportive environment (LCSD, 2022). In such an environment, no student is to be subjected to prejudice, harassment, or bullying based on their unique qualities, including religion and religious practice (LCSD, 2022). Consequently, LCSD trains Dignity Act Coordinators who aid students of different religions, and The Code allows freedom of religion (LCSD, 2022). For instance, while LCSDs Code has regulations regarding learners dress and appearance, it permits wearing headwear for religious purposes (LCSD, 2022). In addition, students are not authorized to have items that may denigrate their peers on account of religion (LCSD, 2022). Moreover, pupils may be subject to disciplinary action if they engage in behavior that discriminates against others religious beliefs (LCSD, 2022). Therefore, LCSDs Code of Conduct allows and facilitates freedom of religion among learners.
To summarize, LCSDs Code of Conduct does not have elements that could oppose federal and state regulations regarding free speech, religious freedom, association, or assembly. Although the present paper aimed at finding controversial aspects, the careful examination of LCSDs Code of Conduct did not yield any points of content with the US Department of Education and New York states Constitution. The Code appears to authorize and encourage all listed liberties and specifies such details as that students must not be harassed and are allowed to have headwear that reflects their religions. Accordingly, LCSDs Code of Conduct corresponds with state and federal rules and promotes pupils rights.
References
Lancaster Central School District. (2022). Code of conduct. Web.
Quote 1: The ability to express and control emotions is essential, but so is the ability to understand, interpret, and respond to the emotions of others (Cherry, 2022).
This quote from Kendra Cherrys article about the meaning of emotional intelligence effectively addresses issues affecting human interactions. The quote has two distinct parts with valuable information that would enable individuals to understand how to interact with others. The first part of the quote addresses an individuals ability to express and control emotions. This aspect is critical as people perceive things differently and with varied feelings (Cherry, 2022). An individuals ability to express and control their emotions enables them to effectively regulate their reactions toward others or things around them to avoid unnecessary conflict. The second part of the quote outlines the importance of individuals having the ability to understand, interpret, and respond to the emotions of people around them. Individuals should be able to manage their emotions and be careful about how they respond to how others feel (Cherry, 2022). In such a manner, individuals could interact effectively and manage the differences that may arise during interactions.
This quote is important in the educational sector, where teachers interact with students and other professionals from different backgrounds and cultures, which creates barriers to human interactions. With such skills and competencies, teachers can develop a conducive learning environment for their students by teaching them emotional regulation skills. Such skills are critical in enabling them to control how they perceive things around them.
Quote 2: Recognizing and understanding the characteristics of healthy organizations can help you detect problems in your company if it is unprofitable and take corrective steps to operate a successful business (Johnson, 2019).
This quote from Rose Johnsons article Top 10 Characteristics of Healthy Organizations outlines the importance of recognizing and understanding aspects that make organizations work. An organization comprises individuals of different ages, educational levels, emotional intelligence, cultures, and races. Such diversification in beliefs and understanding influences how individuals behave and respond to the activities around them (Johnson, 2019). Due to this reason, recognizing such differences marks the first step in understanding how people react or behave differently from others. There is a need for individuals to be able to recognize and understand various aspects that work for the good of the entire organization and embrace them to attain the overall organizational goals (Johnson, 2019). Such an ability to recognize and understand the factors that work for the organization would enable individuals to refrain from the issues that develop complaints and mechanisms that would enhance coordination and teamwork. In addition, the knowledge of what does not work for the institutions creates a great opportunity for developing strategies to attain the desired goals and objectives.
The articles in this module are critical in socio-emotional learning as they guide how to deal with varied individual emotions and perceptions. The reading materials are specified in the concept of SEL, and they outline how teachers can manage their emotions and control those of their students. The resources enable students to think about the changes in perception and reaction that educators can use in their classrooms to integrate learning and practicing SEL competencies with the students. Module 4 resources examine different instances of human relationships where conflict can develop. The resources perceive the education system as an organization with similar rules and goals. Therefore, teachers should be able to recognize and understand the things that do not work for their students and develop mechanisms that would enhance their learning process. Through learning various characteristics that make organizations work, teachers can apply such elements in the workplace and classrooms for quality outcomes. After reading the resources, I learned the importance of emotional intelligence and how such skills can enable the creation of an SEL environment.
It is important to note that a critical requirement for a school principal has good management skills. This is because it is essential to respond in time to negative situations in the team and among students. At the same time, the principals role as a manager is also crucial because it allows for meeting the needs of students and teachers, and parents (Wallace Foundation, 2018). This is because they also address suggestions and questions to the head of the school. The next role of the principal in my ideal school hunts is to create shared values that will promote effective collaboration among teachers. Simultaneously, the principal should review and approve the curriculum to ensure that it meets the high standards of education that the school offers teaching (Binda & Mzumara, 1992). Thus, the headmaster in my ideal school has the role of an effective manager who provides a connection between teachers and students.
In the U.S., school principals are governed by nationally adopted educational standards. In addition, they receive uniform preparation and training in order to lead the school successfully. In contrast, Binda & Mzumara (1992) indicate that education standards depend on the local level of government in Malawi. At the same time, they emphasize that the authorities in the region can influence the shaping of school education. Thus, the principal in Malawi incorporates the wishes of local leaders when developing the school curriculum. Instead, the headmaster in the United States uses mandatory educational standards (Wallace Foundation, 2018).
It is worth noting that school principals in Malawi undergo advanced training courses on the job; thus, they can not fully focus on teaching (Binda & Mzumara, 1992). In the United States, on the other hand, additional training for school principals occurs over a more extended period, and they have the opportunity to concentrate fully on enhancing their competencies. Therefore, this leads to the fact that in the U.S., the system of school management and quality of education is much better than in Malawi.
References
Binda, K. P., & Mzumara, P. S. (1992). Trained and untrained elementary school principals in Malawi. Comparative and International Education, 21(1).
I think going to college is the best thing to do after graduating from high school. Teenagers can enquire and decide on the courses that they want to take. However, only some teenagers are equipped with the necessary skills and competencies to further education in their corresponding areas of study. For instance, law school is more engaging, but students have ample assistance and opportunities to prosper and pursue their careers. Furthermore, some programs are less strenuous, including business administration, financial accounting, and marketing, which require a person to take available units to qualify for an accredited degree. Learners require college courses that can prepare them for their chosen professions.
The Reason Why College is the Best Choice
College is a perfect alternative for the advancement of a young person. It also allows grown-ups to gain knowledge about themselves and the entire universe. Young people can experiment with new concepts, gain experience, and attain job security (Allen et al., 2018). Additionally, College enables teenagers to interact and form friendships with individuals who can assist them with their professional prospects. College is a commitment to the future of a teenager, and it can enable them to find a more lucrative career and make more profit throughout their lives.
How My Choice Impacts Young Adult Development
Young people who are shifting from senior high school to university can significantly transform intellectually, physically, socially, and enthusiastically. Teenagers keep developing, acquiring new skills, and discovering new reasoning approaches throughout their educational journey (Arnett, 2018). During College, young individuals significantly enhance their capacity to comprehend complex situations and weigh the advantages and disadvantages of opposing viewpoints (Eccles, Lord & Buchanan, 2018). University students frequently establish a more advanced sense of belonging, consciousness, and ego and a renewed concentration on righteous, ethical, and political circumstances.
Conclusion
It is essential for high school students to look for possibilities that have a positive impact on them while preparing for the future as an adult. They can explore opportunities such as going to college for further studies. Through College, they can get the necessary skills, interact with people and change their thinking. Universities can make teenagers better managers in the future who can make critical decisions.
Students participation is important in the learning process. Learning involves processes that require participants to be proactive, rather than being dormant. These processes include a lot of activities that familiarize human beings with their environment. Like any other civilized organization, schools and other learning environments require rules and regulations that guide their behavior. This paper seeks to develop a plan that can be used to ensure students involvement in establishing rules and regulations, which guide behavior in learning environment. Good codes of conduct are critical to performance in schools.
Plan for establishing rules in schools
As stated in this paper, participation is important in learning. The plan discussed in this paper is based on participation of students in drafting rules. Students often get involved in mischief. This is why there is a need for a different approach in rule making. To avert this kind of behavior, a good plan for establishing rules in schools is necessary. The process of setting rules in this case will be free and democratic.
Schools are establishments in a society and as such, students should enjoy participating in processes that have a direct impact on them. Rulemaking in schools will be democratized. Bearing in mind that some schools have big populations, which makes it hard to hear every voice, it will be important to have a formula for representation. Responsibility should be taught at early stages.
This program will also enhance students leadership skills. All stakeholders will play a role in rule making. It will be an annual activity done at every beginning of the academic year. To kick off the process, the following will be done:
Creation of Interim Election Board- considering that this is a new plan, Interim Election Board will comprise of teaching staff but majorly students to conduct a free and fair elections of representatives. Most schools appoint representatives based on their academic performance. The Elections Board will be mandated to conduct elections.
Establishment of Students Representatives Parliament- the elected officials will form a parliament and a member of teaching staff preferably will be the speaker. This is to ensure neutrality. Subcommittees in parliament will be formed and given different roles such as Law making, sports and entertainment. The parliament will also create a permanent Election Board mandated to oversee elections.
Law making process- this will be the most important stage of the plan. Students will get involved in drafting rules and regulations. The process will start with parliament committee in charge of laws. The committee will be responsible for collecting students views before tabling them in parliament after which they will debate on it.
Executive committee- this will be the supreme body in rule making. It will comprise of staff s, students, non-teaching staff and parents representatives. It will be chaired by the school head. They will have the power to finally accept students drafted rules, to be made laws of the school.
This plan can also be applicable in a small classroom where every student will take a role in law making. The process will be part of the schools traditions. Equitability will be ensured by forming a committee that will be responsible for different functions. The program will need evaluation at the end of every academic year, to get changes that can be made. By making the process a school tradition will award the process required consistency. This program is aimed at teaching students social responsibility and leadership skill at early stages in development. The school administration, which plays an oversight role, will ensure that high quality rules are formulated and implemented.
It has been observed that elementary school teachers love their children, high school teachers love their subjects and university professors love themselves. We know all three sets than a modest fact to these generations. It appears that the more research is being carried out towards the move of education hierarchy, the more difficult it is to bring about change. There is no doubt, as it appears that the pressure for change from sources outside the educational or organizational leadership is mounting (Owens, 1995). However, this provides an opportunity for educational institution to redefine themselves in ways that deeply enhance many to lead this transformation.
Consequently, leaders, who are outstanding or out of the common move people, stimulate excitement and enhance or intensify the best in individuals. When attempting to put in plain words why the affectivity, we speak of strategy, vision, or powerful ideas. But the reality is much more as an important component: extraordinary leadership works through strong feelings. No matter what leaders lay out orderly or logically to do-whether its creating plans or mobilizing teams to accomplishment of an action-their success is contingent upon on how they do it. Even if they get everything else correct, if leaders fail in this primal undertaking of motivating emotions in the right direction, nothing they do will work in addition to it could or show.
Nevertheless, the noticeable heterogeneity of knowledge, skills, and abilities in the Education/Organizational Leadership creates both a challenge and an opportunity for educating an organization, because shared organizational leadership is a continuum, people need to be met where they are on their journey and coached to progress to the next point.
However, a strong intellectual challenges or adversity continuing education program that is integrated into all departments and service lines through the organization can present the mechanism for continuous learning and performance improvement.
The educational method is designed to build up the knowledge, skills, and abilities in the accountability-based governances environment. An essential hoped outcome of an educational program is for participants to relate their new leadership skills in assisting every organization in developing its accommodative capacity.
Proportional to the last mentioned, major change initiatives in higher education, elementary and secondary schools, and government-led reforms and have connected them to strong literature on change management in all sectors (Owens, 1995).
The framework of change is of key significance. This recounts not only to how tertiary institutions keep in step with fast changing setting but, more important, how tertiary institutions as knowledge organizations develop and change within its environment.
In this paper, we will discuss organizational theory related to conceptualizations of organizational structure. Well present various typologies that have been developed to explain and conceptualize organizational structure, and the theories that describe specific constructs of organizations are reviewed, and lastly conceptualizations of organizational structure in terms of critical predicaments provide a structure for considering the transitional nature of the organizational structure of schools.
Problem statement
One of the critical problems in educational structure is not just admittance but completion. However, examining the organizational structure of schools presents a foundation for understanding the basic concepts of organizational behaviour and organizational leadership. Scholars of organizational hypothesis have conceived organizational structure in a number of ways in an effort to first categorize and then generalize universal properties of organizational systems. Consequently, the real development of organizational theory has changed cultural and economic shifts in society.
Literature Review on educational or organizational leadership
A great deal has been written about the importance of leadership for effective organizations in general and for schools in particular.
Early educational or organizational theorist studied educational/organizational structure from the perspective of the developed era. As social and economic forces have shaped organizational and institutional changes, organizational theory has shifted to bring back these transitions. Educational organizations, however, are slow to change.
Schools in particular are institutions that are in an inextricable manner tied to culture in which they operate; thus, the organizational structure of schools is strongly influenced by its past origins. Many of the abstract or general idea of organizational structure and behaviour that compare to an earlier developed era are still operational in school organizations. It is essential for educational leaders to comprehend these historical foundations as well as organizational structures that are more intimately associated with the cultural demands and expectations of a post-industrial society.
Educational leaders in the present day must understand that the schools they are leading are marked by continuous change or effective organizations action (Schein, 1985).
Traditional functions of leadership characteristically are described as including prioritization, goal setting, and planning; administering and managing operations; and supervision and evaluation of organizational and personal performance, additionally, characteristics of effective leaders include important personal qualities such as organizational and interpersonal skills.
Effective leaders also identify important themes, or a vision for the organization, that others can identify with and rally round. Good leaders are able to balance the responsibility for their own decision making with the responsibility for developing organizations wide participation of others in decision making at all levels in the organization.
Most recent literatures on school leadership emphasises other functions, roles, and characteristics of effective leaders, many of which are the result of recent changes in the political and social contexts of education universally. Consequently, some of the more important changes in context which are impacting schools and school leaders are: the increased diversity in students and families; the globalization of the economy;
Applications for School Leaders
Understanding organizational structures will help school leaders to:
Analyze the fundamental structural components of a school district in terms of their functions, specializations, and interrelationships.
Align the goals purposes, and functions of school organizations with the larger cultural and societal goals, norms, and values.
Employ organizational structures, procedures, and mechanisms to influence a schools culture and climate
Organizational Typologies
Educators in the present day frequently express grief verbally that their roles have increased in extent. Schools have been given more and more social force that binds them to the courses of action demanded by that force like the responsibilities once reserved for families, churches, or community- for instance drug education, sex education, athletics, and after-school day care. In line with this, the recognition of an organizations role in the society serves as an essential component to defining its primary purpose, recognizing its goals, and structuring that organization in a way that best matches its social function.
Parsons Talcott (1960) classified organizations based on the social function they carry out. He acknowledged four types of organizations in terms of the wide-ranging problem they served in order to deal with the society. His organizational classifications were:
Economic organizations that serve to solve the problem of adaption, or acquiring sufficient resources and adapting to environmental demands.
Political Organizations that operate to achieve basic societal goals.
Integrative organizations, such as courts and social agencies, that serves to maintain solidarity and unity within the society.
Pattern-maintenance organization, such as schools and churches, that operates to preserve and transmit a societys culture.
Parsons classification according to general type (typology) suggests the grandness of the relationship of an organization to its environment and the larger society. Although Parsons typology has been point out real or perceived flaws because it was unsuccessful in establishing reciprocally exclusive general concept that marks divisions or coordinations in a conceptual scheme (Carper & Snizek, 1980), Parsons proposal that organizations received public support proportional to the value society places on the organizations most important function is a considerable concept for educational leaders. A societys educational or organizational institutions are deeply or seriously thoughtful of cultural values. As a result, if a society highly values education it will distribute according to plan more substantial resources to these organizations that it will also do the same to other types of organizations.
Blau, Peter, & Scott, W.Richard. (1962) arranged organizations into classes in terms of who benefits. They further, present for consideration, examination, and criticism four types of organizations based on their prime beneficiaries: The four organizations are: mutual benefit organization, Business organization, Commonwealth organizations and lastly service organization.
Mutual benefit organizations: this is where the prime semantic role of the intended recipient who benefits from the happening denoted is the members of the organization. Examples of mutual benefit organizations include labour unions, political parties, professional associations and churches.
Business organizations: this is where the most important beneficiaries are the owners. Such organizations include banks, manufacturing and service industries, and wholesale and retail enterprises.
Commonwealth organizations: this is where the primary beneficiaries is in the general public. Examples of commonweal organizations are the military, police departments, and fire departments.
Service organizations: is where the main beneficiary is the public being served by the organization. Schools, hospitals, prisons, and mental health clinics are examples of services organizations.
Blau and Scott assert that while every category of organization has a key beneficiary, others also achieve from their formal organization of people or groups of people within the organization. They further declared that each type of organization approaches peculiar structural issues or problems.
In that of Mutual benefit organizations its major problem is to supply membership control with necessities and support. Absence of emotion or enthusiasm among the membership in many cases or instances results in a select group becoming a political system governed by a few people. The main problem for the educational and leadership sector is motivating and impacting knowledge and skills through efficient use of resources. In contrast, commonweal organizations must bring efficiency into balance or equilibrium with the objective of serving the best interests of the public. Service organizations oppose, as in hostility or a competition the problem of maintaining a centre of attention on the client as the main beneficiary rather than others linked with the organization. In schools, for example, the centre of attention must remain on what is best for students, in spite of teacher demands or administrative quality of being suited to the end in view.
The immediately following in order typology is offered by Etzioni Amitai (1961), in which he arranged organizations into classes based upon the sort of power possessed and exercised by leadership. However, he identified three types of power:
Coercive power: Actual or threatened application of physical sanctions, such as detention, suspension, or expulsion
Remunerative power: Use of material rewards such as salaries, bonuses, or fringe benefits.
Normative power: using or proceeding by means of symbols or employing symbolic rewards or sanctions such as recommendations, commendations, honours, or grades.
He further recognized three types of reactions to power along a continuous nonspatial whole of involvement. Commitment is the most extremely positive reaction. Etzioni used the concepts of power, reactions, and organization types as a basis for showing the compliance theory, often with explanation and alternatives and offering reasoning from detailed facts to general principles about organizational structures. He represented accurately or precisely four organizational variables: (a) goals, (b) elites, (c) communication, and (d) socialization.
A goal is what an organization is making an effort to accomplish or to achieve. Compliance theory however, classified or distinguished three types of goals:
Order goals: attempts to control members through segregation or preventing members from becoming involved in activities markedly different from an accepted norm.
Economic goals: this are those related to profit from the production of goods or services.
Culture goals: this type of goal refers to intentions to create or preserve cultural symbols or artifacts.
Etzioni presented for consideration, and examination that each type of goal was best matched to a particular type of organization. Coercive organizations are inclined to have order goals; useful organizations are have made preparations towards economic goals; and normative organizations are for the most part concerned with culture goals.
The second organizational quantity that can assume any of a set of values is elites; this however, refers to those human beings who have power in the organization or tertiary institutions. Elites are categorised as (a) officers, (b) informal leaders, and (c) formal leaders. Officers gain their possession of controlling influence exclusively from their position or office within the organization. Informal leaders have no position of power or authority but do possess personal power to manipulate others. Formal leaders are those who hold an office within the organization and also have personal power (Etzioni, 1961; Blau, & Scott, 1962)
Officers of an organization tend to control what Etzioni termed as instrumental activities, those particular course of action intended to achieve a result which involves maintaining values and contributing to the progress or growth of social integration among members.
Structural Constructs of Organizations Organizational Components
Another approach to having the idea for organizational structure is to represent accurately or precisely the fundamental components of an organization. Henry Mintzberg (1979) identified three basic elements of the educational sector or any organization. These are (a) the operating core, (b) the administrative component, and (c) support staff.
The operating core: The operating core is comprised of those people who carry out the basic tasks of the organization.
The administrative component: The administrative component contains three parts-the strategic apex, the middle line, and the techno-structure. The strategic apex represents or expresses the top administrators who make sure that the organization operates in a systematic or consistent manner with its mission. The middle line consists of administrators who link the apex to the operating core. The techno structure is composed of administrators whose most important responsibilities are planning and training.
Support staffs: Support staffs are specialists who provide support services for the organization but operate outside the organizations operating progress (or rate of progress) in work being done.
The table below illustrates the Structural Constructs of educational or organizations organizational Components.
Primary power used
General Reaction
Type of Organization
Primary Goal
Elites
Coercive
Alienation
Coercive
Other
Separation of officers from informal leaders subordinate to officers
Remunerative
Calculation
Utilitarian
Economic
Mixed
Normative
Commitment
Normative
Culture
Cooperation among officers and informal leaders High integration between leaders and subordinates
As part of the intensive examination testing proficiency in some special field of educational and leadership knowledge education program for leadership and development, the education council designed tools and methods to recognize up and coming learning needs and to collect data which have a device that reflects general participant contentment and program quality of being able to bring about an effect. In relation to this, continuing in time or space without interruption quality improvement is made easier by conducting formal appraisal of value or assessment after each education activity.
Learning outcomes are assessed by the formative and summative measures that are rooted into each learning activity. Behaviour changes are assessed by per preview within councils and teams and by supervisors using established employee performance review tools and methods.
Conclusion
The role of the educational leadership has changed significantly over the past decade. A contemporary and popular term for important and effective school leadership is collaborative leadership, which is characterized by a more flexible, problem solving style, built upon personal relationships and shared across organization.
School leadership may come from a variety of individuals functioning in a variety of roles and situations throughout the educational sector.
Educational/organization leadership may be provided at the each and every level of the educational sector and may also originate from a variety of positions and roles. Leadership may also be situated at the educational building level, and often the building principal is called upon to assume many important leadership functions (Owens, 1995).
However, others at the building level, such as assistant principals, supervisors, school psychologists, social workers, counsellors, other related service personnel, parents, or teachers may provide valuable leadership to the educational institution.
The revival of learning and culture in Education/Organizational Leadership is not likely to take place if leaders are not enthusiastic to significantly change the way they lead, design, and operate. The Education/Organizational Leadership must incessantly seek goodness of fit between the Education/Organizational Leadership and its environment, as well as internal goodness of fit between the staff, managers, and practitioners. For this to come about, decentralized power, authority, autonomy, and accountability for what happens at the point of every service must be accounted. Moreover, power, autonomy, authority, and accountability must be organized into a code or system in a workable participatory management structure. Care processes must be fixed or set securely or deeply with the best available valid and reliable evidence and put the students needs ahead of the departments needs.
Works Cited
Blau, Peter, & Scott, W.Richard. Formal organizations: A comparative approach. San Francisco: Chandler. 1962. Print.
Carper, William & Snizek, William. The nature and type of organizational Taxonomies: An overview. Academy of Management Review, 5 (1), 65-75. 1980.
Etzioni, Amitai. Complex organizations. New York: Holt, Rinehart, and Winston. 1961. Print.
Mintzberg, Henry. The structuring of organizations. A synthesis of the research. Englewood Cliffs, NJ: Prentice Hall. 1979. Print.
Owens, Richard. Organizational behaviour in education (5th ed.). Boston: Allyn and Bacon. 1995. Print.
Parson, Talcott. Structure and process in modern societies. Glencoe, IL: Free Press. 1960. Print.
Schein, Edgar. Organizational culture and leadership. San Francisco: Jossey-Bass. 1985. Print.
It can be assumed that every student and parent has ever wondered about the importance and necessity of sports in high school. There are several reasons why students are encouraged to attend physical activity classes, even in high school. Thus, while some people refer to enhanced academic performance as the key reason, it is more likely that high school sports are needed to improve students mental and physical health.
Discussion
First, evidence is needed to prove the benefits of PE classes to adolescents mental conditions. According to the PCSFN Science Board (2020), 73 percent of parents believe that sports benefit their childs mental health, and this is correct (p. 1). High school students engaged in sports activities are less likely to have depression, anxiety, stress, suicidal behaviors, and other conditions (Newport Academy, 2021). On the contrary, their self-esteem and self-perception improve, and general mental health is enhanced.
Second, there are many benefits to high school students physical health. Thus, as indicated by the PCSFN Science Board (2020), PE classes make adolescents more fit and healthy. Among other benefits, their bone and weight conditions improve, cardiovascular and muscular fitness becomes better, and the general quality of life associated with wellness is also reported to be enhanced (PCSFN Science Board, 2020). Therefore, this may be considered the key reason why sports are needed in high school.
At the same time, some parents consider social interactions to be the primary cause of PE classes being included in the high school schedule. Cardwell (2021) notices that socialization is indeed a significant effect of sports activities, and students engage in them mostly to communicate with others. While sports truly help students develop social skills, the latter can be gained during after-school time. However, only some students are interested in paying attention to their health, which is why the improvement of mental and physical state is the key reason why sports are needed in high school.
Conclusion
To draw a conclusion, one may say that there are many reasons for adolescents to attend PE classes even when they become seniors. Engaging in sports allows children to develop strong social interactions, which is one of the additional benefits. However, the primary value of high school sports is that they lead to improved mental and physical health. Unlike the former effect, the latter is rarely considered by students in their free time.
In the contemporary culturally and otherwise diverse society, schools are often isolated from childrens homes, which implies inconsistencies and a lack of wholeness in their developmental processes. The path to improving students educational and developmental outcomes is by enhancing their life microsystems within one framework where all factors are incorporated to benefit each individuals opportunities for success. Such an approach is theoretically informed by Bronfenbrenners perspectives on school-home or teacher-parent interaction. This paper presents several ways of promoting enhanced connectivity between homes and school children to improve their overall outcomes.
The theory used for informing the recommended methods of promoting the positive connection between home and school is Bronfenbrenners ecological theory. This theoretical model emphasizes the importance of educators and families working together, and specifically charges educators to reach out to families to establish nurturing, empowering relationships (Soule and Curtis 135). The theory implies that enhancing the connections between school and home microsystems lies in establishing partnerships between educators and parents and initiating parental inclusion in educational, behavioral, and cultural interventions.
Firstly, one of the recommended methods to promote positive school-home connectedness is home visits. According to Soule and Curtis, the Parent Teacher Home Visit (PTHV) is an evidence-based model with principles and interventions aimed at improving teacher-parent partnerships through regular home visits conducted by educators (133). Implementing such an approach results in significant attendance consistency and academic achievement results (Soule and Curtis 131). Thus, implementing best practices in the field of home visits might help build students accountability, a holistic approach to education, and an overall healthier developmental environment.
Secondly, another way of enhancing school-home connections is through the initiation of parental conferences. According to McWayne et al., family engagement is key to building a favorable educational environment for children (238). In this regard, arranging regular appointments in the form of parental conferences conducted using effective communicative techniques is a valuable method of family engagement. Undertaken via face-to-face conversations, such an approach enables addressing different aspects of students life by exchanging information between parents and teachers. Trusting relationships between the participants of such conferences will contribute to a better partnership basis, which is essential in school-home connectivity.
Thirdly, implementing cultural awareness interventions might be an effective tool in promoting positive relationships between families and schools in diverse communities. Indeed, the disparities that might impact students due to their cultural and socio-economic background might be properly addressed by building better awareness about students family life (McWayne et al. 238-239). For example, cultural awareness workshops might be initiated to engage parents and build relationships with families, in which their values and beliefs will be acknowledged and integrated into the educational process.
Fourthly, the use of online and electronic tools in assisting communication and constant connectedness between homes and schools might be another source of improvement. Such a recommendation is particularly relevant in the context of remote learning, where parental inclusion might be hindered. As stated by Anderson and Kyzar, using specifically designed educational platforms like Seesaw helps establish a structure to the educational process and foster family engagement remotely (323). Thus, the method is a proper means of achieving better connectivity in the remote learning context and can be used in combination with other methods.
In conclusion, the importance of improving school-home connectivity is validated by the insufficiency of its current state and the need for applying better evidence-based practices to maximize students developmental opportunities. Bronfenbrenners theory helps in fostering the connectedness between school and home microsystems. In particular, the premises of this theory might be applied via home visits, parental conferences, digital tools used for communication, and cultural awareness workshops. The implementation of one or several of the recommended methods is anticipated to improve school-home partnerships and lead to better student outcomes.
Works Cited
Anderson, Susan E., and Kathleen B. Kyzar. Between School and Home: TPACK-in-Practice in Elementary Special Education Contexts. Computers in the Schools, vol. 39, no. 4, 2022, pp. 323-341.
McWayne, Christine M., et al. A Home-to-School Approach for Promoting Culturally Inclusive FamilySchool Partnership Research and Practice. Educational Psychologist, vol. 57, no. 4, 2022, pp. 238-251.
Soule, Nathan E., and Heidi L. Curtis. High School Home Visits: Parent-Teacher Relationships and Student Success. School Community Journal, vol. 31, no. 2, 2021, pp. 131-153.
Using ACT and SAT in school should not be considered a measurement tool for learning evaluation. These tests are inaccurate and promote exam cheating and economic biases. SAT and ACT results have influenced college admissions decisions, affecting the future of learners. Since the mid-1800s, standardized assessments have been used in America (Doyne). While many other standardized exams are used, high-stakes achievement assessments have sparked debate. Supporters of the ACT and SAT state that standardized exams provide an objective evaluation of knowledge and a solid benchmark for identifying growth areas, as well as valuable data to assist individuals from underserved groups, and that the results are strong predictors of college and employment success (Hubler). On the contrary, opponents contend that standardized exams indicate that students are skilled at taking tests rather than practical and actual work in the field. The educational system should abolish ACT and SATs since it does not equip learners with the relevant skills required in the field; instead, it is content oriented.
Discussion
ACT and SATs have brought harmful and inaccurate college and school preparation assessments. The assessment does not prepare students to be creative or think critically; instead, students are prepared to handle tasks based on knowledge gained throughout their period of learning (Doyne). The scores are unfair because most students accelerate faster in particular subjects while abstaining from critical areas like physical exercises. According to a New York Times article, high school grades better predict a students chance of cumulative achievement in college (Hubler). Likewise, a student with a high GPA and a middling SAT score has a sixty-two per cent likelihood of graduation within six years in a less-selective four-year public university (Cooper 2). On the other hand, a student with the reverse qualifications of high SAT scores but lower grades has just a fifty-one per cent chance of graduating (Cooper 2). The SAT and ACTs mainly reveal which individuals are better at preparing for and completing the examinations, not which students have the most knowledge, skills and talent that could handle a particular task.
Exam fraud is a common threat to the American education system. SAT and ACTs promote cheating incidents in the United States and worldwide, which promotes incredibility in the education system (Larriva). In 2017, approximately 3,000 school counsellors from hundred nations published a declaration expressing their dissatisfaction with the ACT (Knowles). Due to credible cheating boob claims, test administration had to be suspended at the last minute in certain circumstances (Knowles). Hiring impersonators to take the examinations, paying to amend inaccurate answers or fill in missing replies, and bribing proctors and test-site coordinators are examples of test cheating tactics. The California system has emerged as the largest and most well-known American higher education institution to abandon the SAT and ACT standardized schemes (Doyne). This is promoting and developing skill-oriented academics rather than content-oriented ones.
The preservation of AST and CAT tests used in universities use a broad standard to assess students from different states and districts. Teachers have conscious or unconscious biases for or against a particular student; thus, grading may be done according to the teachers prevalence and attitude toward certain students (Doyne). Eliminating the exams would require a total redesign of the admissions process, including retraining admissions staff, rewriting applications, and reconsidering an entire methodology limit (Doyne). Likewise, some studies have demonstrated that SAT and ACT results, when paired with the grade point average, can assist in predicting a students performance in college, particularly during the pivotal first year (Doyne). SAT and ACTs evaluate learners using the same questions, are administered under virtually identical testing settings, and are scored by a computer (Knowles). As a result, standardized exams are intended to offer objective measurements, which could be more effective in measuring the skills and knowledge of students.
ACT and SATs promote inequality in the education system. ACT and SATs disfavor less affluent students; however, grading is based on student performance (Larriva). According to the New York Times, statistics indicate that examinations are fundamentally biased in favour of wealthier, white, and Asian-American students (Hubler). Fifty-five per cent of Asian-American examinees and forty-five per cent of white participants scored 1200 or above in 2019 (Doyne). These percentages were twelve and nine for Hispanic and black students (Doyne). The amount payable for SAT and ACTs is height, which is not affordable to poor and low-earning families (Knowles). The SAT and ACT results follow a pattern whereby children from low-income homes do lower than those from higher-income families (Hubler). This injustice may be a perfect reason for colleges to reconsider eliminating their exam requirements.
Conclusion
In conclusion, colleges should abolish the ACT and SATs. The foundations behind this argument are inaccurate assessments of students abilities, numerous cheating scandals, and economic prejudices. The ACT and SAT exams do not assess college preparedness or achievement and can be found to be inaccurate. Likewise, standardized tests place lower-income families at a significant disadvantage. These tests are stronger indicators of an individuals family background and socioeconomic level than their ability to succeed. The solution is to use school GPA, attendance evaluation, and teacher recommendations to evaluate each student fairly. The GPA one strives for throughout their high school career best shows their work ethic and intellect. Removing the ACT and SATs from the educational system would provide more opportunities for every student to get accepted to colleges and focus on their goals.
Works Cited
Cooper, Preston. Should Colleges Abandon SAT Score Requirements? Forbes, Web.
Doyne, Shannon. Should Students Be Required to Take the SAT and ACT to Apply to College? The New York Times, Web.
