Chapter Summary Of Michael Fullan's The First Key Role Of The Principal

As with the importance of selecting a highly qualified principal to help raise test scores and closing achievement gaps, the selection and support of staff is also critical. Gregory F. Branch, Eric A. Hanushek, and Steven G. Rivkin’s 2013 study “School Leaders Matter” examined the effectiveness of many principles’ leadership and the effect they had on student achievement ratings. “A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school’s workforce” (Branch, pg.4). A principal must be able to continually seek out professional development, to research best practices and new educational theories to support their staff and students. If principals are to close the achievement gap, they must be willing to inform and instruct their staff on new teaching strategies. Mr. Canada, from his TED talk, “Our failing schools. Enough is enough!”, states: “You go into a place that has failed kids for fifty years and say: ‘so what’s the plan?’ And they say: ‘Well, we are going to do what we did last year, this year’. What kind of business model is that?” (TED, 2013). The principal willing to venture into new, uncharted waters may succeed or fail, but at least they

Mr. Waldron responded that a principal has direct control over most items that run a school building such as supplies, professional development, purchased services, furniture and instructional materials. They have sort of an indirect control over salaries and benefit on they way they can manipulate their staffing needs. He gave the example that he could potentially eliminate several part-time staff members so that the savings could allow the central office to permit the hiring of a full-time teacher.

The study sample were 141 middle level principals from Western Pennsylvania who worked with grades fourth through ninth, specifically targeting 8th graders. The principals represented urban, suburban and rural school districts in Western Pennsylvania.

This will affect how each campus relates to each other, how the entire district plays a role, and how small changes in context can be leveraged to make large scale changes. He goes on to discuss how there are barriers in school leadership that principals must overcome to be successful. There are four levels of moral purpose to follow the moral imperative; individual, school, regional, and societal. Fullan notes that the driver should always be the moral purpose. Each level builds on each other and will not be successful without the other. The principal must know their moral imperative in relationship to their district and the state. Fullan states that the role of the principal is changing. It is not only what the principal can and should do as well as what changes are needed at the system level. The principal’s role is broader and is not stand alone. It takes a

The watching of the videos “The Principal Story” and “North Grand” in combination with reading the textbook “Leading in a Culture of Change” by Michael Fullan and our class discussions have provided me with many insights about my future as a high school principal. I have served as a mathematics teacher for almost twenty-three years and have served in many leadership roles throughout my career, however my participation in this course has verified that, although I have a strong foundation of knowledge, I still have much to learn about leading a school. I am coming to understand the position of principal is a monumental task and should be entered with into with much thought. Holding this role as principal requires that I use this position to

The purpose of this “Purpose, Reflective Practice, and Career Goals” paper is to reflect on how the Education Specialist program in Leadership in Educational Administration will help me to build upon my leadership skills and provide me with the knowledge and tools necessary to effectively lead a school district dedicated to improving student achievement. In this paper, I explain how the program aligns with my career goals of becoming a school district superintendent and the importance of lifelong learning for educators. According to Rüprich & Urhahne (2015), teachers should set goals. I consider myself a lifelong learner with the ability to build leadership capacity and support instruction. Additionally, the Paper highlights the benefits of the program at Capella University as well as the usefulness of the available resources and the impact they will have on my learning during this journey.

This study seeks to examine a principal leadership style and its effects on teacher job

The role of principal has evolved over time just as our education system has. No longer is the leader of a school a mere manager of teachers and students. The current body of research shows that principals have great impact as instructional leaders when working within frameworks that inspire and support teacher growth. Student achievement is the ultimate focus and goal within any education community. We are promising families, post-secondary schools and the workforce that we will increase each child’s strengths and skills so they can be contributing members of their larger community. The goal is simple even though the road there in filled with many barriers and complexities. This is why powerful instructional leadership is essential for promoting growth and development in both teachers and students. I want to build meaningful processes that support this type of teacher growth and ensure that students do not fall through the cracks and reach their potential.

The documentary “The Principal Story” focuses on the leadership qualities and behaviors of two principals as they navigate through a single academic year. Although the demographics of the schools may at first appear to be vastly dissimilar, upon closer review of the clientele served by each school, the only stark contrast is the race of the students. Both schools are located in impoverished communities and both principals face similar challenges as they lead their schools in striving for both academic and social success.

Research foci include school leadership and equitable practices, student success and family engagement. His research investigates how P-12 school principals promote and practice social justice and open-mindedness using qualitative research methods. The last several years he has employed qualitative methods (e.g., phenomenological, narrative inquiry, and ethnography) to collect data on the leadership practices of school principals in urban, suburban, and charter school context. Over the last several years, he has presented both collaborated and individual research findings at various research conferences such as American Educational Studies Association (AESA), University Council for Educational Administration (UCEA), American Educational Research

From the interviews conducted it was revealed that the principal plays an integral role in the academic success in students as he or she sets the tone in the school which

The purpose of this study is to evaluate and examine attributes of effective elementary school principals in relationship to the leadership coaching models. The purpose of coaching is to move from one place to another (Reiss, 2007, p. 54). The coaching model in the executive world has various models which supports the concept of helping leaders reach their next level with improved thinking skills or clarifying purposeful action to achieve challenging goals. Coaching develops leaders or gives leaders an additional edge (Allison-Napolitano, 2013).

A solid school vision statement and its accompanying goals should reflect the culture of a school and provide for improvement in the school’s instructional program, and professional development to improve student learning (ELCC 2). The meta-analysis work of Marzano, Waters and McNulty (2005) discovered the importance of each of these dimensions in relationship to school principals and the successful school environment. Furthermore, principals’ skill in each of these dimensions has demonstrated a positive correlation to student achievement (Marzano et al.).

There are many things that influence academic achievement in schools. The most effective change agent affecting how a teacher instructs is the principal (Goff, Edward Guthrie, Goldring, Bickman, 2014). An effective leader can influence and have a positive impact on all stakeholders (Schmidt-Davis &Bottoms, 2011). This makes the principal 's leadership vital.

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).