This commitment models the expectations for the staff and proves that I, as a principal, must strive to create a school culture that has a positive influence on life and learning in my school. The entire thought of developing successful learning communities in my school is a great challenge. I realize that I have much to learn and everything will not happen as quickly as needed. Change is never an easy process, but as I strive to build on the positive and eradiate the negative my focus will be to have a highly effective school with highly effective teachers. I found great value in
They help to set high standards for the school, plan the schools future and set targets for school improvements. School governors also make the school more accountable to the public and help the school be responsive to the community and needs of parents. The senior management team is made up of a head teacher and deputy head teacher. In larger schools this includes the senior teachers, school business manager and the special educational needs co-ordinator (SENCO). Their role is to lead any changes, set the strategic direction and make sure the school is doing the best for the children and staff.
My students will develop a community that respects each other in the classroom as well as out of the classroom. Once these goals have been met I feel that the rest of the year will be smooth sailing! (Gallagher, 1999-2012). In the field of education, good classroom management is essential ( Froyer & Iverson, 1999) . Encouraging and establishing student self-control through a process of promoting positive student achievement and behavior is what every classroom needs.
They will meet on a regular basis to discuss issues and make decisions concerning the school or about the implementation of the school improvement plan. They will be imaginative in launching new and relevant initiatives in a way that can motivate the whole school, be diligent in keeping track of the progress these initiatives are making, summarise and review to see if any other improvements can be made. This will then be communicated to the other teachers and support staff when finalised and rolled out accordingly. SENCO Special Educational Needs Co-ordinators they play a vital role in making sure the provision for children
It lays out what we expect from the parents and what we will give back to them. The Dealing with bullying policy sets out our aims as a school and strategies for dealing with bullying so as to show parents that we will not tolerate it and that we as a school strive to provide a happy and friendly environment with the visions and values that promote positive behaviour and in so doing creating a place in which children and young people are able to learn. 1.2 Our Good behaviour for learning policy states that good teaching and learning are crucial to good behaviour and as a school we pride ourselves in encouraging and inspiring our children to succeed, our Dealing with bullying policy talks about our school curriculum being based around the five outcomes of ECM (Every Child Matters). Both policies are crucial in helping children and young people to: a) Feel safe…by allowing them to know that bullying is taken seriously and not tolerated as stated in the Dealing with bullying policy, it also reassures them that they will be listened to and acted upon. The Good behaviour for learning policy explains what appropriate action will be taken according to each case.
There is a positive culture of learning and development that is celebrated by merits, certificates, displays and praise from teaching staff. School trips are used to help pupils to work together and increase team work and bonding. School clubs are varied and encourage pupils to further their interests in other areas. The school has an inclusive environment and positively reflects the importance of diversity, every effort is made to ensure that all pupils can be involved in all areas of school life and other cultures are celebrated. The aims or vision of a school are often seen in the school literature and are set by the head teacher in collaboration with the staff, parents and community.
Supervision for Instructional Improvement Ebony A. Wilson Grand Canyon University Supervision and Instructional Leadership EDA 551 April 20, 2011 Supervision for Instructional Improvement Professional development is an essential tool in a movement towards greater success for all students and meeting the needs for school change in a society that is desperately in need of one. As stated by DeSimone (2011), "Teacher professional development is one of the keys to improving the quality of U.S. schools. Many education reforms rely on teacher learning— and the improved instruction that ideally follows — to increase student learning, so understanding what makes professional development effective is critical to understanding
The students also become able to work on individual goals while also participating in the classroom community with their peers. Another beneficial quality includes the fact that each of the parents can now feel including in their education and the activities of their neighborhood schools. One of the most important qualities of this program is that the students that were once excluding into self-contained classrooms or were homebound can now develop friendships with a wide variety of other children with their own individual wants, needs and abilities. One last reason that inclusion is beneficial is that inclusion positively convinces both the school and the community to appreciate the diversity provided by the inclusion
Social Justice Leadership Introduction Possessing good leadership traits in an educational environment is the beginning of serving students, colleagues, staff, and an entire network of people to promote, enhance, and produce positive changes for the benefit of the people and its institution. It is a daily mission whether it is a small or large task that is done with joy regardless of the challenges that will arise because everyone is involved in the leader’s vision. According to Theoharis (2009), a good leader has a multitude of skills that creates a positive impact in students’ achievements. They range from supporting various programs that will serve the needs of diverse students, to facilitating professional development for their staff
Using the Characteristics of Successful Leaders list I can see how I have used a lot of these skills such as; supporting the development and participation of others, celebrating the achievements of others, respecting colleagues for their knowledge and welcoming constructive criticism, when working alongside staff to aid them to deliver the anger management programme within their own schools. What impact has my work on this activity had on my workplace? Children and young people ❖ Feedback from the group was positive. One child stated that, “Making better choices has made my life