Throughout this week, systematic change has been the topic of conversation, so in this essay, there will be a discussion as to how change should be administered, as well as information learned on systematic change. Identifying the characteristics of IICSN’s administration took quite a bit of work, for the simple reason that they take more of a Laissez-Faire approach. If you research the style that IICSN possess, you will notice that many of the employees are highly qualified and should have no problem completing a task without micro-supervision. This style of administration lacks the support of the administration for those that need guidance.
In most cases, not all employees are self-sufficient and need some sort of leadership to get them started. Having a lack of supervision can course poor production in employees, lack of control in the workplace, and in some case increase the liability and cost of a school or business. In answering the first question, there is no differentiation in leadership styles between administrators because there is only one administrator. Dr. M runs the school single handedly as a principal and CEO. There is no Assistant Principal or assistant to help her with her duties.
The staff has complete autonomy in the classroom and you are likely to see the principal only when an evaluation is needed. Her responsibilities are great, and with no assistance, this can get overwhelming. She has a Board of Trustees that helps her make financial decisions each year, but these Trustees are not present on a daily basis. She is left being exclusively responsible for everyone in the school. When Dr. M does need assistance, she relies on the financial advisor of the school, whom is also her husband (he will be referred to as Mr. M), or the office staff. Mr.
The Essay on Participatory Approach On School Administration And Supervision
This paper is focused on the purpose of applying the participatory approach to school supervision and administration. School supervision and administration are interconnected. They take part in each other’s affairs because they share common goals. The administrative body of schools corresponds to the whole educational system, while supervision represents a portion of it in terms of improving the ...
M usually deals with discipline and staff questions, but he does have the same views as Dr. M when it comes to the running of the school. The administration usually communications with one another via phone call or email. The principal checks her email once daily, if she is needed immediately the school has walkie talkies that she listens to and can respond if needed. In IICSN’s case, you could argue that the communication is not effective and important information is not relayed in a timely manner. Within the school, there are over 800 students and this calls for several teachers of different backgrounds and opinions.
Since IICSN is a charter school, it caters to kindergarten through twelfth grade, this means that there are teachers for each grade level and student type. Usually administration, there is a family type dynamic, because our administrators are family, this can cause friction. At times, personal issues effect the way they communicate to one another, in turn this causes them to argue or disagree. Most of the time they get along, but there are times where the disagree over something that should not have been brought up at school. Conflict resolution within the school seems to default to the office or teachers.
Many of the school’s problems are at the classroom or internal school level. Discipline can be addressed with Mr. M and most other issues can be dealt with by the teachers or office security. Overall, when there is a problem, it is addressed immediately. Some cases have risen where employees argue over something and they put an end to it as quickly as possible. Conflict resolution is a strong suit in the school. Normally, employee issues are not addressed in front of students or other employees, this ensure that the school is not put at a disadvantage. The betterment of the school is always front and foremost at IICSN.
Even though things go wrong, the administration always makes sure that the students and staff are safe, regardless of what is happening with other teacher, parents, and students. Systemic change is a recurrent process in which the influence of change on all parts and their relationships to one another are taken into contemplation. Systematic change allows for change on the policy, technology, education, and information levels, it goes beyond thinking about individuals and single problems. Change is an important part of progress and systematic change is a huge undertaking for a school, even any business.
The Essay on Lessons Concerning Staffing Decisions and Bringing About School Change
Gary Hopkins, in his article, enumerated some of the lessons learned by principals on making staff decisions and bringing about school change. These lessons came from the principals that have learned them from mistakes made first hand. They hope to give advice to new school administrators or even those current ones in decision-making regarding staff members, hiring new ones, and making changes ...
People are resistant to change, they like being comfortable, but sometimes being comfortable is not being effective. This week while discussing change, an article stood out; the author wrote “…comprehensive school reform will succeed only if it’s predicated on a sustained, cooperative, and trusting relationship among parents, school and district staff, and the school board governing the system” (Usdan, 2010, pp. 9).
In many ways this is true, systematic change is such a large amount of change, people that are not supportive of the change can ultimately cause it to fail.
In some cases, one person’s lack of interest in the change can cause a successful school to completely change for the negative. One of the essential components of a systematic change include identifying strengths and weaknesses of the current system, in analyzing this, some of the weaknesses may be staff members and the lack of application of the new system. This in turn can create a negative work environment and not produce the results intended. Targeting the things that need to be changed most is also a part of systematic change.
Having these targets can make the change smooth and fluid instead of unexpected. In an journal by George Noell (2008), he outlines the possibilities of how a systematic change can influence where a school ends up in the long run. His study mostly focused on psychology in the school setting, but in doing this study he found that systematically changing the integration of psychology in the school greatly benefited the students in all grade levels. He mentions that the change in psychologist being in a school showed teachers how to interact with students in a more positive manner.
The studies showed that students perform better when praised often, the teachers knew that it had a positive influence, but not necessarily that big of an influence. This helps teachers understand how those students think and what motivates them. William Cobain had a similar study done in 2009, but his study looked at a business instead of school. This study was over a three year time period and showed that systematic change is effective when done in portions, by that, the most immediate things being reformed first.
The Essay on Systematic study
How have the fields of psychology and sociology contributed to our understanding of organizational behavior? The science that seeks to measure, explain and sometimes change the behavior of human and other animals; otherwise known as psychology has contributed greatly to our understanding of organizational behavoir (Robbins S. , & Judge T. , 2007). The study of organizations through the eyes of ...
After three years, the business was thriving and the employees were more productive. This had a lot to do with implementation of the change. The employees were all supportive of the change and if they were not there to help the cause, then they were terminated. At IICSN, there are many things that could be done differently. The first change that should be implemented is is there should be an Assistant Principal in the school. Having one person responsible for the entire school is too much weight for one person. This can cause an administrator to become burned out and not as productive.
Having an assistant could make the work load less heavy and the employees more productive. They would have someone they could go to at all times, not just when the principal answers her emails. Having a part time principal is detrimental to the school. The principal should always be informed of issues in the school; this will help him or her run the school more efficiently. Specifically at IICSN, may of the problems that happen at the school normally happen first thing in the morning. The principal does not arrive at the school until 10:00 am.
At any other school, the principal has the longest work day, they are there when the doors open until the doors close, unless there is an emergency. Being an effective administrator also include being able to change things that need it. Administrators are the best example of how the school should be run; they are the first step to creating a successful school. References Cobian, W. J. , & Newberry, C. (2009).
The Essay on New High School Principal
I agree with many of the points Prager makes in “New High School Principal: A Speech every American High School Principal should Give.” It is absolutely time for a change to return back to the values and foundation our nation was built upon. It seems as though they have been gradually lost over the years. This is especially seen in the school system of America. In my opinion, the most shocking ...
THE EFFECTS OF SYSTEMATIC CHANGES TO A BUSINESS COURSE OVER A THREE YEAR PERIOD. Delta Pi Epsilon Journal, 51(2), 76-85.
Kruse, K. (2013, April 22).
What Is Leadership? – Forbes. Information for the World’s Business Leaders – Forbes. com. Retrieved April 22, 2013, from http://www. forbes. com/sites/kevinkruse/2013/04/09/what-is-leadership/ Noell, G. H. (2008).
Appraising and Praising Systematic Work to Support Systems Change: Where We Might Be and Where We Might Go. School Psychology Review, 37(3), 333-336. Usdan, M. D. (2010).
School Boards: A Neglected Institution in an Era of School Reform. Phi Delta Kappan, 91(6), 8-10.
