School Effectiveness and School Improvement - Assignment Example

The paper considers SESI as an advancement of Tayloristic thinking based on the role played by school leaders. The authors found out that instructional leadership was more effective than transformational leadership. The authors considered leaders to five roles as setting and monitoring goals, strategic funding to achieve goals, planning/coordinating/ evaluating teaching and the curriculum, side by side teacher learning and development. These roles are Tayloristic in nature. Robinson, Lloyd, and Rowe (2008) adopted a metal-analysis trend of statistical research in their research to determine how SESI worked.

By using effect sizes, the authors went slightly above statistics by determining the differences between means in order to come up with the degree of difference between the computed measures. However, the statistical approach adopted cannot tell the exact effect of leaders on the students’ outcomes.             The results of the finding irrespective of the accuracy of the data found out that instructional leadership (focused on learning) was effective than transformational leadership (focusing on change).

The success of instructional leadership can be attributed to the efforts made by the students with the guidance of school leaders; thus the output of the students is a key determinant. SESI seems to advance this ideology since the student’s role is vital for the leaders to succeed in their plan. Part 2             I would agree with Susan’s opinion on what SESI movement leadership focuses on is Tayloristic. Susan claims that SESI requires five skills that leaders to improve students’ outcomes.

Susan talk mentions the five skills as setting and monitoring goals, strategic funding to achieve goals, planning/coordinating/ evaluating teaching and the curriculum, side by side teacher learning and development, and a reduction of external pressures to improve student learning outcomes. These should not be skills but rather the mandates of the school leaders in ensuring better student performance. The mandates are Tayloristic in the sense that the leaders oversee their implementation but the students play an active role in ensuring that the objectives of the mandates are realized.

I would also agree with Susan that standardized test by the authors may not give a clear indication of the impact of the leader on the student but the leader’s role in establishing condition is vital (Robinson, Lloyd & Rowe 2008, p.637) Part 3             I would also agree with Stuart Hughes that the SESI movement advances Tayloristic thinking. Stuart agrees with the authors of the article that leaders establish predetermined standards as benchmarks to achieve maximum productivity as Robinson, Lloyd, and Rowe (2008) found out in their research.

Robinson, Lloyd, and Rowe (2008, p.662) argue that for leaders to embrace effective instructional leadership, they must be personally involved in planning, coordinating, and evaluating teaching and teachers themselves. I would disagree with Stuart's interpretation of this observation by the authors since Stuart assumes that the leaders should be active in classrooms assessing and evaluating teaching and the teachers daily. The student argues that failure to be involved in the daily evaluation of pedagogies will imply that the leaders are not dedicated to SESI think.

I would disagree with the student as SESI aims at a policy that is implemented and reviewed periodically to assess its success.