Administration Decisions - Essay Example

ID No. Administration Decisions Mutual Assistance In administering a school, the administrator mustbe able to address the needs of the students, the parents and the community. And to address them, the administrator must be aware of their needs, as well as the current situation where the school is located. A school can function to the fullest if the families and the community it is established are involved. One type of school, a community school is unique in that it includes in its program an integrated model that considers stakeholders in the community such as partners, administrators, teachers, parents and students (Jacobson, Hodges, and Martin 18). A community school does not only uphold the academics and youth development, but also support for the family, grant of social services and development of the community as a whole (18). In working with partners, a school community recognizes the different needs of students both in academic and non-academic spheres (20). Thus, the school site team works toward the alignment of activities with the vision of the school. The partners in turn work in congruence with the total improvement plan of the school (20). The role of the principal in the school and the community cannot be overemphasized. The principal must be aware that the community school belongs to the community and should interact with the latter for total success (20). In connection with this, the principal should welcome the resources offered by the stakeholders and partners of the school (20). Fannie Lou Hamer Freedom High School (in Bronx, New York), for instance, includes participation of advisers in guiding students in complying with their academic requirements, provide a connection between learning at school after school days, and reach out the parents with regard to student needs (20). The school also has a placement program for grades 11 and 12 in preparation for college, while grades 9 and 10 have a placement for community service. The assistance of partners in the developmental program of the school can be exemplified in the case of Fannie Lou. Through the Children's Aid Society (CAS), the school offers enrichment activity outside the schools, facilitates engagement of families, provides support to students and families, and incorporates medical and dental services in the school system (20). The School of Cooperative Technical Education (under the NYC Department of Education), on the other hand, provides career training for skills development to grades 11 and 12 students. The CAS Bronx Family Center also provides holistic physical, dental and mental health diagnosis to both students and parents of Fannie Lou. The health educators of CAS advise students on health and preventing pregnancy. The social workers based in the school provide mental health advises and intervention services during crisis. The school gives emergency relief to the family of a student who is evicted from home. The Oyler Elementary School (in Cincinnati, Ohio) was converted into a community school that includes high school offering. This was made possible through the partnering of families and members of the community with the Cincinnati Public Schools (20). The transformation of the school into a community school that allowed it to offer a K-12 program enabled students to enroll in high school for the first time. Previously, no student in the neighborhood was able to avail of high school education. The Cincinnati Health Department has a clinic inside the school so that students can avail of health, dental and vision care services (21). Mentoring and tutorial services are given by more than 400 volunteers who visit the school weekly to students on an individual basis. The school also partnered with the Cincinnati Early Learning Centers and other partners to provide support to infants, children and their parents. In Glencliff High School, transforming it into a community school set up has allowed it sponsor numerous programs together with its partners, such as the wellness program and a clinic that attends to 1000 patients yearly (21). At present, there are still districts that have no community schools but only regular schools. As indicated earlier, the setup of a community school offers more advantages than a regular school since it can partner with other stakeholders in the community in providing many services in social welfare, health, education, etc. As an administrator in the future, I would identify an existing school that could be converted into a community school. More people in the community will be benefited by a community school since they can avail of social support and relief in times of crisis, day care support, medical and dental assistance at school, and several others. Moreover, the success of this type of school has been proven by many community schools because many members and institutions in the community are helping the school attain its goals and vision. Ethical Consideration The school principal does not exist in a vacuum, but is faced with multi-faceted issues and problems that must be addressed ethically. During the conflict that arose in Carson Senior High School when a pro-Iraq war JROTC student was kicked out by an anti-war teacher for wearing a fatigue in school when it was agreed to be stopped, the principal (Doug Waybright) approached the situation in a different manner (Mirk 18). He did not use his authority as a principal to end the conflict right away. Instead, he used “building respectful connections with everyone in the school community” (18). One important activity that teachers must do in order to get understood by students on the values and ethics being imparted is to use a common platform of language; otherwise, the students will misinterpret what the teachers are trying to say. In the Tupper Secondary School (in Vancouver, Canada), Principal Iona Whishaw, together with her school team, developed a guidelines and training for the new teachers so that they can remain on the “same page” (20). In leading by example, Whishaw assumes as much tasks of the faculty members such as the after school sessions with students for tardiness. In curbing the use of cell phones by students, the teachers turn in the cell phones of students; but this has also resulted to students turning in the cell phones of the teachers to the office. This is an indication that the members of the school, both teachers and students, have come to realize what is ethically right, doing away with hypocrisy on the part of one group. Studies conducted by the Schools of Integrity project have shown that openness, regular reflection, honesty and building of relationship contribute to successful implementation of ethics-related agenda in school (20). The leader must endeavor to establish connection with those he or she intended to affect or influence. Of course, in building relationships, the school leader should also know the background of the school and the community he or she thrives (21). Gathering of information about the school and the community is an indication that the leader cares and wants to learn more about the complexities of the institutions. Arriving at an ethical decision may be difficult for the school principal. Thus, frameworks are provided for the school leader to arrive at an appropriate decision, such as the Rest Model, the five principles and the 12 questions (Glanz 24). The Rest Model, developed by James Rest, provides that four stages are required to arrive at an ethical decision, and a failure in one could cause a poor decision (24-25). The first component is moral sensitivity (i.e. interpretation of the situation as moral), the second component is moral judgment (i.e. determining the action which is morally ideal), the third is moral motivation (i.e. deciding what to do, evaluating which actions to take), and the last is moral action (i.e. implementing the morally-suited plan) (25). The five principles of ethics model by Beauchamp and Childress (1979) (26) is the most common ethical guidelines used in many disciplines. The five principles that the school principal can use in arriving at an ethical decision are as follows: a) respecting autonomy, b) doing no harm, c) benefiting others, d) being just, and e) being faithful (26). The 12 Questions model developed by Nash (as qtd. in Kornives, Lucas, and McMahon, 1998) wherein the principal has to take into consideration before making a decision are as follows: a) Have you defined the problem accurately?, b) How would you define the problem if you stood on the other side of the fence? c) How did this situation occur in the first place?, d) To whom and to what do you give your loyalty as a person and as a school teacher?, e) What do you intend in making this decision?, f) How does this intention compare with the probable results?, g) Whom could your decision or action injure?, h) Can you discuss the problem with the affected parties before you make your decision?, i) Are you confident that your position will be as valid over a long a period of time as it seems now?, j) Could you disclose your decision or action to your boss, the school board, your family, and the community without a qualm?, k) What is the symbolic potential of your action if understood? If misunderstood?, and l) Under what conditions would you allow exceptions to your decision? (26-27). The leader though must have ingrained core values to which an ethical decision must be based. An instrument called the Core Values Assessment Tool (developed by the Center for Ethical Leadership) assists educators to identify their core values so that they can bring their actions in accordance with the core values (Dufresne and McKenzie 37). Two primary values were determined out of the original 20 values that are important in a school – wisdom and compassion. Although very broad, they can guide decision-making and action of the teacher in imposing disciplinary measures upon the student. Compassion creates easing out of the difficulty in communication between the administrator and teacher, while wisdom allows everyone involved to listen despite the differences in opinion. In this manner, those involved will have the chance for their opinions to be heard and respected by others. Knowing and understanding the core values can help administrators communicate better and clearly with the teachers, students and parents. Effective Administrator and Teacher An effective teacher can better improve the accomplishments of students (Oliva, Mathers, and Laine 17). The teachers must also be given a feedback mechanism on how to improve their performance based on the evaluation. The teacher, school division heads and assistant principals can attend trainings and evaluations spearheaded by district administrators so that they can measure the behavior of teachers according to the observation rubric based on Danielson model. Teachers can be evaluated by teacher mentors or peers with experience in teaching, knowledge in content, and have taught students in the same capacity (18). Communication between the evaluators and teachers should also be made before, during and after the evaluation process (Darling-Hammond, Wise, and Peace 1983; Stronge 1993, qtd. in Oliva, Mathers, and Laine 18). The principal can also be said to be successful if the students are also successful, hence, the need for an efficient instructional process. This issue can again boil down to the effectiveness of the teacher in teaching the students. Thus, the principal has to engage each teacher, one at a time, in evaluating the latter's approach with the aim of promoting growth (Williamson, and Blackburn 45). The process would allow the teacher, experienced or novice, to reflect and analyze on one's teaching method. One model used by most districts, along with its variations, is the clinical supervision model. Its three components are the following: a) planning or pre-observation conference (discussion between administrator and teacher on the planned observation), b) observation (data gathering by the principal), and c) post-observation conference (identification of teaching approaches that need to be affirmed and reinforced, develop new ones) (47). The principal, as the leader of the school, is expected to mentor the teachers (Koballa, and Bradbury 28). Three areas that present a challenge for the teachers during the mentoring process are: mentoring content, mentoring practice and mentoring culture (28). Mentoring content takes into consideration the needs of the teachers that include skills in classroom and time management, basic teaching methodologies, and the policies of the school. Mentoring is a professional approach in attaining the goals of the institution as prescribed by state and national standards. Instructions based on standards focus more on the core concepts and principles. Thus, mentoring practice and conversation between the mentor and the teachers must focus on the standards-based practices (Bradbury and Koballa 2007, qtd. in Koballa, and Bradbury 29) that would promote learning and understanding of students. In conclusion, the success of the principal can be gauged on the effectiveness of the teachers and the success of the students. The principal must also conduct exercises that would enhance the teaching skills of the teachers and learn new strategies to better impart knowledge to the students. Besides evaluating the instructional approaches of the teachers, communication between the principal and teachers must be constantly made to align the goals with the state and national standards. The whole process would require constant interaction between the administrator and the teachers. Works Cited Dufresne, Peter, and Anne S. McKenzie. A Culture of Leadership: Integrity, Acting in Line with your Beliefs. Principal Leadership. (2009): 36-39. Glanz, Jeffrey. “Decisions You can Live with.” The Principal. (2009): 24-28. Koballa, Thomas R. Jr., and Leslie U. Bradbury. Leading to Success. The Principal. (2009): 28-31. Jacobson, Reuben, Rita A. Hodges, and Martin J. Blank. “Mutual Support: The Community Strategy.” Principal Leadership (2011): 18-22. Mirk, Paula. “Ethics by Example.” Principal Leadership. (2009): 18-23. Oliva, Michelle, Carrie Mathers, and Sabrina Laine. “Effective Evaluation.” The Principal. (2009); 16-20. Williamson, Ronald and Barbara Blackburn. “One Teacher at a Time.” The Principal. (2009): 44-50. Read More