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The Strategic Planning Process Scenario Analysis - Essay Example

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The paper assesses Principal Jones’ approach to the introduction of change to the school’s faculty identifying instances that indicate…
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The Strategic Planning Process Scenario Analysis
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The Strategic Planning Process Scenario Analysis February 18, The Strategic Planning Process Scenario Analysis This paper seeks to present the capacity for change for Eastern Hills Elementary School at the time of Principal Jones assumption of office. The paper assesses Principal Jones’ approach to the introduction of change to the school’s faculty identifying instances that indicate the development of Principal Jones’ vision. The paper documents instances that demonstrate Principal Jones’ knowledge and understanding of information sources, data collection, and strategies for program development. The paper closes with opportunities that Principal Jones’ could provide to enhance development of collaborative skills in the faculty.
Eastern Hills’ capacity for change at the time Principal Jones assumed office was remarkable. The long tenures of the majority of the faculty are one important indicator of Eastern Hills’ capacity for change. Long tenures provide the faculty with essential knowledge that can work to the advantage of Principal Jones’ endeavor to bring about change in the school’s community. Responsiveness of the school and surrounding community is one other important attribute that points to the capacity for change for Eastern Hills (Green, 2013).
To assess Principal Jones’ approach to the introduction of change to Eastern Hills’ faculty, one would need to consider his devotion and commitment to analyze the faculty. This analysis helped establish such important information about the faculty including ethnic origin, tenure, and frequency of subject area change. Consideration of teacher evaluation is another important element in assessing Principal Jones’ approach of introducing change in the faculty. An instance that indicates the manner in which Principal Jones’ developed is the alertness that his ideas elicited in the members of the faculty. This alertness is seen in the questions that members of the faculty rose with him and one can already see the genesis of change (Green, 2013).
One of the things that illustrated Principal Jones’ knowledge and understanding of information sources is his selection of student records, proficiency test scores, state standards, disciplinary reports, attendance records, and curriculum guides as his sources of information. Mobilization of teachers to help compile data from these sources demonstrated his data collection skills. His initiative to analyze the data collected synthesizing it using tables characterizes his methodical strategies for program development. His creative way of informing the faculty of his intended plans and his provocative way of selling his ideas to the faculty affirms his skillful program development strategies. The Principal’s responses to the questions he invited from the faculty were thoughtful and captivating (Green, 2013).
Frequent grade-level meetings are one of the opportunities that Principal Jones could provide to inculcate collaborative skills in the faculty. Same grade-level teachers can identify with each other’s experiences and grievances and as such, it would be easy for them to collaborate (Green, 2013). Full house faculty meetings are another platform that Principal Jones could use to foster collaborative skills in the faculty. These meetings provide a sense of camaraderie and members of the faculty can voice their opinions on various issues, correct and concede to each other with openness and humility.
In conclusion, this paper has characterized Eastern Hills Elementary School’s capacity for change. The paper has assessed the approach that Principal Jones used to introduce change in the school and provided instances indicating the development of his vision. Principal Jones knowledge of sources of information, data collection, and program development skills has been illustrated. The paper has provided the opportunities that the Principal can provide to foster collaborative skills in the faculty.
Reference
Green, R. L. (2013). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards. Boston: Pearson. Read More
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