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Standard 5 Essay

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Standard 5 Essay Document Transcript

  • 1. THE PRINCIPAL DECISION MAKER “Ultimately, success is determined not by one's knowledge, but by one's ability to influence, to lead” (Bossi, 2007, ¶23) I. The Principal Decision Maker Principles/approaches As the school environment continues to become a more diverse society, “racially, linguistically and culturally” (Interstate school… 1996, p. 6), the researcher recognizes these areas will present additional challenges to principals in the future. To complement work on future issues relating to the principal decision maker role principles/approaches, the researcher plans to “promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills” (Florida educational …, 2005, p. 2). As poverty will likely increase, the researcher anticipates an accompanying decline in physical, mental, and moral well-being indexes. In turn, social capital stock is expected to decrease. For the future increasing global marketplace, with increasing reliance on technology, and a myriad of economic and social concerns/issues, the principal’s role is to prepare the students to succeed, despite growing challenges. Challenges, the researcher realizes, mandate that the principal employ new types of leadership in schools and ensure he serves as an effective decision maker. The Principal Decision Maker Information II. New information the researcher acquired to change the understanding relating to the principal decision maker role relates to the revelation that a vital first step in this role is to counter the dearth of introspective vision the principle needs to completely understand particular, challenging dynamics. The principal must make routine decisions regarding administrative
  • 2. shortages and specific characteristics that surround his/her position. He/she must define the interconnections between school leaders, as well as the respective organizational environment the teachers, along with the principal work in (McGarity & Maulding, 2007). Principles also perform best, the researcher learned, when they strive not just to survive, but to succeed. III. The Principal Decision Maker Generalization Ecology, a word derived from the Greek oikos (home) and logos (to study), denotes the scientific study of the interactions between organisms and their environment, In a figurative sense, the relationship between the principal decision maker and his/her community could serve a particular ecology. Along with having to contend with external directives the state and federal governments establish by mandates, fortified by social pressures, the principle decision maker must also regularly interact and make decisions in line with “the classical organizational, human relations and behavioral science approaches to administrative practices” (McGarity & Maulding, 2007, ¶ 41). As the principle also contends with heavy emphasis on student test scores, performances by subgroups, as well as school ratings, he/she regularly confronts community challenges that may not specifically relate directly to the school environment and/or district. Consequently, the principle must expand his/her understanding of the school environment, along with the district school climate to include the community’s perception (McGarity & Maulding, 2007). IV. The Principal Decision Maker Questions In regard to the principal decision maker, the researcher contends that more study could prove beneficial in the area of challenges/solutions for the new principal decision maker who plans to implement changes when veteran teachers do not particularly care to invest in changing instructional tactics/practices (Bossi, 2007).
  • 3. V. The Principal Decision Maker Perspective From the researcher’s examination of the issue of principal decision maker perspective, the researcher learned of the need and potential benefits accompanying a personal ecology. Examples of a principle decision maker’s “personal ecology include race, gender, local or cosmopolitan commitments, leadership style and interpersonal skills, such as communication, flexibility, patience, charisma, emotional intelligence and financial interest” (McGarity & Maulding, 2007, ¶ 12). Professional ecology, on the other hand, concentrates on the administrative factors that directly involve the position the principle decision maker fills. This would include the principle decision maker’s years of experience in each education position; his/her leadership role, his/her educational preparation and training, “retirement and personal financial autonomy relating to the profession, time commitments to the organization, accessibility, personnel decision-making ability, state and federal mandate awareness, collaborative or empowering decision-making use and job satisfaction” (McGarity & Maulding, 2007, ¶18). Other types of ecology the principle decision maker may wish to explore include, but are not limited to: 1. Financial Ecology 2. District Ecology 3. Community Ecology V. The Principal Decision Maker Implementation Diane, one second-year principal, purports that the “process” of becoming a principal constitutes a growing process. “No one can fully be prepared to meet the unique demands of the job,” Diane contends, No one can fully understand “the principalship until [he/]she is in the leader's chair” Bossi, 2007, ¶2) To implement the newly acquired knowledge principal decision maker knowledge, the researcher obtained in regard to the role of an educational leader, the
  • 4. researcher plans to secure and relate guidance, support and reflective growth personally and professionally. VII. The Principal Decision Maker Experiences As Bossi (2007) recounts, the principal's role shifted from past practices of managing and evaluating individual instructors to currently creating and maintaining data-driven collaborative cultures. One of the researcher’s previous experiences that proved helpful in examining the principal decision maker occurred during a directed study. The researcher learned from this experience to first “understand and fully appreciate and respect the 'way things are done around here' before making [decisions to make] significant changes” (Bossi, 2007, ¶ 6). VIII. The Principal Decision Maker Opinions In regard to points of differing opinions relating to the principal decision maker, the researcher only somewhat differs with the point: “Ultimately, success is determined not by one's knowledge, but by one's ability to influence, to lead” (Bossi, 2007, ¶ 23). The researcher contends that one’s knowledge does vitally impact one’s ability to influence, to lead and in turn, does contribute to his/her success. Along with knowledge and the ability to influence and lead, albeit, as a principle strives to succeed, when he learns how to use the inherent stress in the role of the principal decision maker to motivate him/her, he/she will more likely make better decisions to contribute to his/her, the students, the staff and the school’s success. References Bossi, Mike. (2007). Revolutionary leadership: ACSA is committed to providing the support new principals need to understand and guide complex processes of evaluation, change
  • 5. and group development. (Association of California School Administrators). Leadership. Association of California School Administrators. Retrieved March 31, 2009 from HighBeam Research: http://www.highbeam.com/doc/1G1-164523002.html Florida educational leadership standards understanding and implementing Florida’s new principal leadership standards. (2005). Florida Department of Education. Retrieved March 31, 2009 from http://74.125.93.104/custom? q=cache:0jXkGKj9C1cJ:www.fldoe.org/board/meetings/2 05_01_18/PrincipalStandards.pdf+principal+leadership+standards&cd=1&hl=en&ct=cl &gl=us&client=google-coop-np Interstate school leaders licensure consortium standards for school leaders.(1996). Council of Chief State School Officers State Education Assessment Center. Retrieved March 31, 2009 from http://www.ccsso.org/content/pdfs/isllcstd.pdf McGarity, Augustus C., III & Maulding, Wanda. (2007). Administrative ecology: understanding the relationship among school leaders, the organization and the community environment to dispel claims about the 'impossibility' of the superintendency. School Administrator. American Association of School Administrators. Retrieved March 31, 2009 from HighBeam Research: http://www.highbeam.com/doc/1G1-163063788.html