Harrison Peters - An Assistant Principal
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Harrison Peters is the co-founder of MCEL—Men of Color in Educational Leadership. As a former school administrator serving in various roles, he has devoted his career to reducing student achievement gaps and facilitating learning space that encourages growth. Peters has worked in large districts throughout Florida, Illinois, Texas, and Rhode Island. He is a veteran of the United States Navy and holds a master’s in education leadership from Nova Southeastern University.
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Running head: POWER
POWER
Power
Institution
Course
Name
Date
Personal
Expert:
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Positional
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Running head POWERPOWERPowerInstitutionCo.docx
Running head: POWER
POWER
Power
Institution
Course
Name
Date
Personal
Expert:
Professor Robert J. Trumpy currently holds Doctor of Education degree in Educational Leadership: Higher Education Administration. This academic level is preceded with two other degrees, which are Master of Arts in Human Development and Bachelor of Arts in Social Work. In addition to strong academic qualifications, Professor has a total of seven professional licenses and certifications that backup his educational management experience (Robert, n.d.). These endorsements give him a sense of authority in his area of specialization, which is higher education management.
Referent/charismatic:
In trying to evaluate his leadership authority, being the head of several departmental institutions reveal his leadership strategies. His leadership may look like a personal talent but he has trained for them. His charisma is observed through the senior services he has held. The most significant in these positions include being an Executive Director of the National Health & Awareness Services, Inc. in Madison. Leading this institution from November 1990- August 1998 shows significant leadership experience that delivers education sector.
Positional
Legitimate: Professor Robert J. Trumpy legitimacy is seen in his position as an educational leader. In educational setting, a legitimate person leads through what can be called as default leadership. His legitimacy characteristics are seen from the following positions:
· Being an administrator, a clinical supervisor and financial manager
· Being a senior director of Student Health and Counseling Services
· Being a senior director of Student Health, Counseling and wellness
· Being a director of Health and Counseling
· He served above and more other directorship positions in Central Washington University.
Reward: Professor Trumpy’s reward power is demonstrated from the award and nominations he ever received. These awards and nominations indicate that those he is servicing are often more than satisfied with his services. Professor exemplified his rewards to students by being chosen as an Outstanding Teacher of the Year in Central Washington University in 2011. He has also earned an Outstanding First-Year Student Advocate Award 2004 and the Excellence in Leadership Award in 2000. A demonstration of the best recognition occurs in his place of work. For professor, they occurred in Central Washington University.
Coercive: Professor has been involved with programs that seek retentions for first years and students who underperform. Coercive power is exercised here because students and their parents are warned about the consequences of them behaving in a non academic conformal way. Professor has been vital in designing warning and probation for alcoholic students especially first years.
Informational: Professor Robert J. Trumpy is a source of knowledge. He has authority in the educational management sector. His numerous p.
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Glennis Perez has been an educator since 2000, when she graduated from William Paterson University. In 2019, she took a role as Mathematics Lead Teacher at Village of Excellence Academy. Visit at: https://www.pinterest.com/glennisperez_/
Anderson, ashley learning to understand schooling v1 n1 2010
This document summarizes one teacher's journey in developing effective classroom management practices. As a preservice teacher, she held beliefs about student behavior that did not match the reality of her diverse students. Through graduate coursework focusing on classroom management, she gained a deeper understanding of building rapport with students, conducting self-evaluations, and creating a positive classroom environment. She adopted a philosophy of "restorative discipline" that emphasizes student accountability and collaborative problem-solving. Her new understanding transformed her approach to classroom management and interactions with students.
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