The Students Success and Group Behaviors in School - Assignment Example

Scenarios Reflective Questions

Scenario Two: The New Principal at Frost (Pg1-3)

The student’s success and wellbeing cannot be achieved when proper adjustments are not taken seriously in their school curriculum. Therefore, the book explains the importance of leadership in adjusting the school’s curriculum that will encompass the motivation to the students’ performance. The effect of school culture, climate, and changes in students' behavior are also considered essential for the leaders to implement. Also, leaders get far ahead of developing the student hence creating a bright and friendly environment for the students to pursue their studies effectively.

From the book, the progress of the African-American in the elementary frost school was evaluated by the grade the students performed in their examination test. These scores served as a means of comparison with the other schools from the city. Therefore, the shared vision, mission, and core values should rhyme with the school performance. Consequently, standard three explains how these professional leaders are required to act ethically and in line with their professional norms to meet the student's needs to achieve their desired goals.

School performance is reflected by how the leaders express their ethical behavior in terms of the student's future benefit. Students are a font of enacting their leader's behavior, and so should the leader show a positive image to them. Standard three of professional leadership explains how the leaders manage school operations and resources to better the student’s success and wellbeing. In summary, both professional standards one, two, and nine aim to promote student learning and wellbeing and school structural development to accommodate a large number of African-American learners at frost elementary school.

Scenario Three: Changing the Way of Teaching Science (Pg 92-95)

Principal Johnson, with the rest of the school team, was on the front line of making science subjects perform best. She insisted on the new strategies put in line so that the science curriculum was taught in different ways, which portrayed his hard work character.

According to her statement, her goal was to help students at Walton elementary to get quality education in science subjects by using a hands-on and inquiry-based method. This goal was like her source of power to have a positive impact on the students. Most of the students take science subjects as the hardest subjects to perform in class.

New tactics emphasized by principal Johnson help to change the attitude of students towards science. These tactics also enabled their to notice potential barriers to her vision. According to the professional standards of education leadership, standard one gives the proper direction of changing students’ attitudes towards science education.

These effective leaders should consider developing, enacting, advocating, and enacting stated missions, visions, and core values needed to be practiced. By doing so, students will be privileged to acquire high-quality education hence becoming successful in their learning and future wellbeing. The community development is developing drastically because of the inappropriate foundation young ones are getting from the leaders. Standard six shows how effective leaders need to develop professional capacities for the growing generation and the importance of practicing school personnel in the positive change to the student’s success and wellbeing. Students will, therefore, be aware of whom they want to be in futures, and by so doing, they will take seriousness in also changing the attitude toward science subjects’ considered to be tough. To sum up, standard one and six of professional leadership, therefore, aim to improve the students' perspective to love science subjects and raise their average score.

Scenario Four: Understanding and Predicting Individual and Group Behaviors in School (Pg 122-126)

Working towards achieving the needs of the student, school, and the community requires intellectual leaders to carry the process. For example, Principal Harris at the Washington high school was given a mandate by the superintendent Glover to implement strategies for understanding the individual and the group behaviors in the school. Therefore, the principal with other effective leaders had to develop a site-based management team that involves the staff, faculty, and parents for an effective plan to work.

Mr. Harmon can be classified as a non-competitive leader. He opposes the idea of principal and sys he cannot accomplish his take because the time was not enough for his task.

The time factor in the faculty changed the behavior of the staff, such that they believed they needed enough time to accomplish their tasks.

Through understanding individual and group behavior on performance, the tutors, parents, and the community are good to impact student’s success, and wellbeing comes true. Standard seven of the PSEL focuses on fostering professional community, tutors, and any other community professional staff to impact students' success and their future wellbeing positively.

The meeting Washington high school principal with Alice Harmon and William Johnson formulated the plan used to establish the site-based management that will take part in understanding and differentiating students' behavior as individuals and while in the group. Also, standard nine of PSEL explains how effective leaders have positive changes in managing the school operation and ways to effectively use the resources to enhance the success of the students.

From the above discussion, standard seven and nine aim at monitoring and changing of students' behavior as individual nor when in group. Therefore the two standards help the leaders to put pressure where necessary to effect students’ performance while alone or in a group.

Scenario Five: Addressing Dysfunctional Thinking (Pg 132-134)

Principal Carroll's leadership shows the importance of respect and equity in all staff members. Schools with a large population are hard to manage with few staff in the school community. Therefore, the number of staff is directly proportional to the need of the students. For instance, Oakview high school is one of the schools with a high number of students located in the city town.

Because of this large population reflecting on its community and the faculty's experience, there are differences among the faculty. So, the school employed quite a several veteran teachers who were seen as inexperienced teachers by some members of staff.

Mrs. Douglas, the fact that she is a veteran teacher, is loved by the principal for her excellent performance of chairing home programs and positively impacting the students' performance.

Mrs. Douglas can also be described as a social and welcoming person. Her favorite, chairing the homecoming program and meeting other staff to discuss o school tutorial duties. Students could feel free to express their idea to this veteran teacher as compared to the professional ones. It explains how this experienced teacher is supposed to be given a chance to participate in schools big evens to impact them with knowledge of being an active leader in the future.

Principal Carroll weighs the strength of an individual and gives an equal chance of participating in various school matters. Drawing from the above discussion, standard two, three, and six of PSEL, effective leadership should address dysfunctional thinking about the unprofessional of other teachers. According to standard six of PSEL, effective leaders develop professional capacity and practice of school personnel to enhance students' success.

Standard three of PSEL is featured in this scenario to deliver the message to other professional leaders that effective leaders should strive to provide equal educational opportunities to everyone in training or still at school learning.

Also, based on standard two of PSEL, effective leaders should enact ethical behavior according to norms of professionalism to promote students' performance and future wellbeing.

Scenario Six: One of the Bus Contract Has Been Cancelled (Pg 134-136)

Alice Wallace, the new superintended arrowhead school district school, was a determined leader in the school community. She held many meetings with the school community members involving parents and the school board. She was determined to secure new buses for the school before the reopening the new year.

The primary leadership issues facing Alice Wallace is that the board did not respond to her concern of securing the new bus before the beginning of the new learning year. Effective leaders should also develop and manage productive relationships with the central office and the school board to facilitate effective communication with the students and parents. According to the statements she made about enquiring about the bus in a few times coming, I would have asked the central office and the board of school what time they needed the bus. By so doing, she could have secured appropriate time for obtaining the bus before promising the community that the bus will be brought soon before the reopening of the school.

Leaders try to assure themselves that they are good enough for their position, so they get involved in micro communication with district people daily to reassure them. This issue of reassurance can turn out non-working and, therefore, be blamed for the fake promised you to make to the community people. For instance, the superintendent held many meetings with local people, assuring them that she could accomplish her objective. The bus could come in time, but unfortunately, things turn out unexpectedly.

The issue of transportation affects the entire community because many parents cannot accept their children to arrive at home very late. Therefore, the problems of buses being canceled to serve the school raise the parent's eyebrows about the late arrival of their children at home and to school. This issue has to be fixed by effective leaders, hence enhancing students' success and wellbeing at school.

According to standards eight of PSEL, effective leaders should maintain the presence in the community to understand the strengths and the needs of the community hence to act according to the community point of view. Also should understand the values and culture of the community and political resources to promote students learning.

Scenario Seven: The Tardy Policy Killed Kato (Pg 160- 162)

Mr. Martin's behavior does not represent his professional leadership in need of the student and their parents. This behavior shows a bad image of the school. The community and the board may think that the school leaders have not met the required leadership skills. Such leaders need to go through the system of the learning environment with the culture surrounding the school, including the lifestyles of the people around them.

While enhancing decisions on teaching and learning, Mr. Clerk could have considered to advice Kato on how being late would cost his performance in exams. Also, Mr. Clerk would have talked to Kato one by one in private and educate him on the importance of following the school rules. Mr. Clerk could not have also considered trusting the top management on giving punishment to his discipline student because some leaders do not have sympathy for the student’s personality.

Generally, meeting the needs of the students following the policy is essential. It enables one-act professional and as a role model in giving judgments that will not affect student’s education and wellbeing. Therefore, healthy punishment to students is permissible in that it will positively shape the behavior but not change the student's learning and life.

From Kato’s incident, the school leaders need to consider parents as parts of educative to their students. Such collaboration will lead to the effective learning and wellbeing of the student. Therefore, both the school leaders and parents are needed to advise their students on the importance of time management to avoid such tragic incidences from occurring.

The tardy policy was so fixed and not sufficient for the students. Some had to walk a long distance to arrive at school on time. This tardy policy to be effective, the school management could have given 15 minutes allowance so that past the allowance time no one could complain to the police. This allowance could have favored Kato because he was never late for more than 10 minutes, and thus his life could have been preserved.

If the tardy policy could have been completely dropped, the community could not have taken the school to be serious because time is a factor that should be used appropriately. For the learning institutions, the time is considered a factor for better running of the school and the students' performance.

According to the scenario, the standard three and five are considered to take place in education practice to eliminate such tragic incidence. Standard three shows the need for effective leaders to treat students with equity for educational opportunities. Also, the leaders have to consider the culture of the school and where necessary to use the policy. The policy should also favor all students for their success in school learning and wellbeing. Standard five of PSEL suggests that while taking care of the students, they need to involve the community in any step taken against the Lerner to make a useful measure.

Scenario Eight: The New Professional Development Plans (Pg 164-169)

According to the superintendent, he could have used a cognitive approach to explain his knowledge and the need to retain the method. When the strategy is effective in school development, communication could have been useful.

According to PSEL, Dr. Edward could have effectively held the communication if he had promoted mutual accountability among teachers, professional staff, and parent’s representatives for schools' effectiveness.

Basing to PSEL, Dr. Edward compromises the element of not providing collaborative practice to all representatives of the school community, but he only involves the principals. Thereby the information was not effectively delivered as expected.

Dr. Edward could have involved the establishment and maintenance of both community and professional culture to share vision, goals, and objectives of the education to children. Also, open communication with the community and implementing practices and trust among the school committee could have provided effective communication.

Concerning how the teachers were raising their concerns on the topic, it means that formal communication channel was not effective as she had expected while at the officials meeting. To show that she was demonstrating ethically, she would have felt sorry for them not getting clear information from their leaders and thus to uses that time a change to express her ideas and to discuss with them.

Conducting continuous dialogue with decision-makers helps develop a friendly environment for the teachers and the professional staff to promote effective development, practices, and learning. Therefore, the running of the school will turn-out productive as a communication channel is effectively performed.

Standard seven of PSEL demonstrate for effective leaders need to consider the professional community of teachers and other professional staff for effective communication that leads to developments. The standard also reflects the need for openness and caring for future generations' success. Therefore all leaders should emulate this transparency to the other workmates in various departments.

Scenario Nine: The Requested Change (Pg 194-196)

The primary issues in this scenario are that the two different groups approach principal miller with entirely different needs for change. The first group of parents insisted on ability change for instructional time. The second group of the parents was ready to help the principal when he needs them, but they requested that they hoped there would be no changes in the instructional program.

Principal Miller could have used an analytical decision-making approach to analyses the ideology of these two parents groups with different ideas. By analyzing their suggestion, he could make a fair decision to the two groups that could favor the school's progress.

At the moment because he is new and needs more information about the school program, he could take action of calling the school community and discuss on how the school has been running and therefore if any changes are needed, they could be acted upon ease.by doing this, he would have treated the school community fairly with no bias to any department.

I would advise the principal miller to use the previous information from the principals' administration and all departments to get all the school clues. Through this, he can make decisions based on the old principles that run the school as a whole.

If any new strategy principal Millar intends to put in the act, he has to arrange them meeting involving all the parents, the board, student leaders, and any relevant community member to discuss the new strategies. By so doing, effective implementation will be made that will favor the development of the school as a whole, and that will lead to more improvements to the students.

According to standard two, Principal Millar should act ethically to promote professional norms that will positively impact both the students and the school as a whole. Because of the large population, with different races, principal millers should act smart to meet all races' needs by promoting equity and cultural response practice to all students. Basing on standard ten, the principal should show his competent leadership professional by fostering continuous improvement of the school performance.

Scenario Ten: Retaining the Students Recognition Program (Pg 200-203)

Early indicators that the students needed their teacher to pay attention to were being boredom and the repetitions of the same old prizes. Some of the students were caring for weapons at school, and two were suspended from school. Also, the school had started to record poor grades, and therefore the need to revise the program arose.

A regular review of the program could have led to the smooth running of the program. Varying the type of prize could also have led to the continuous progress of the program.

Before the end of the spring view, there were fifteen teachers in the disciplinary department. The number dropped to five disciplinary teachers who had to overwork to maintain the discipline of the students. This act was dropping from position show incompetence among these teachers. If they could have kept the number, the decrease of discipline in students could not have increased.

Principal Jones noticed that something had to be done or else the program would fall apart. Therefore, in the early spring, he scheduled a series of meetings to review the plan. After the fifth meeting, principal jones express his leadership quality by thanking and giving positive remarks for his team's effort.

The panel felt relieved after a long discussion about the program. Principal Jones told them they had done an excellent job and so he said he would be sent copies of their suggestion in June and they would meet late august to review the program. The team was happy to have freedom from the principal as they left feeling a sense of accomplishment.

During the early spring, teachers voiced out their concerns for the program to be reviewed. The faculty also reported incidences on how the students were complaining about boredom and the same old prices even in the principal; they view their suggestions, which are compiled together for further review and implementation.

New tactics emphasized by principal Johnson help to change the attitude of students towards science. These tactics also enabled their to notice potential barriers to her vision. According to the professional standards of education leadership, standard one gives the proper direction of changing students’ attitudes towards science education.

These effective leaders should consider developing, enacting, advocating, and enacting stated missions, visions, and core values needed to be practiced. By doing so, students will be privileged to acquire high-quality education hence becoming successful in their learning and future wellbeing. The community development is developing drastically because of the inappropriate foundation young ones are getting from the leaders. Standard six shows how effective leaders need to develop professional capacities for the growing generation and the importance of practicing school personnel in the positive change to the student’s success and wellbeing. Students will, therefore, be aware of whom they want to be in futures, and by so doing, they will take seriousness in also changing the attitude toward science subjects’ considered to be tough. To sum up, standard one and six of professional leadership, therefore, aim to improve the students' perspective to love science subjects and raise their average score.

Scenario Four: Understanding and Predicting Individual and Group Behaviors in School (Pg 122-126)

Working towards achieving the needs of the student, school, and the community requires intellectual leaders to carry the process. For example, Principal Harris at the Washington high school was given a mandate by the superintendent Glover to implement strategies for understanding the individual and the group behaviors in the school. Therefore, the principal with other effective leaders had to develop a site-based management team that involves the staff, faculty, and parents for an effective plan to work.

Mr. Harmon can be classified as a non-competitive leader. He opposes the idea of principal and sys he cannot accomplish his take because the time was not enough for his task.

The time factor in the faculty changed the behavior of the staff, such that they believed they needed enough time to accomplish their tasks.

Through understanding individual and group behavior on performance, the tutors, parents, and the community are good to impact student’s success, and wellbeing comes true. Standard seven of the PSEL focuses on fostering professional community, tutors, and any other community professional staff to impact students' success and their future wellbeing positively.

The meeting Washington high school principal with Alice Harmon and William Johnson formulated the plan used to establish the site-based management that will take part in understanding and differentiating students' behavior as individuals and while in the group. Also, standard nine of PSEL explains how effective leaders have positive changes in managing the school operation and ways to effectively use the resources to enhance the success of the students.

From the above discussion, standard seven and nine aim at monitoring and changing of students' behavior as individual nor when in group. Therefore the two standards help the leaders to put pressure where necessary to effect students’ performance while alone or in a group.

Scenario Five: Addressing Dysfunctional Thinking (Pg 132-134)

Principal Carroll's leadership shows the importance of respect and equity in all staff members. Schools with a large population are hard to manage with few staff in the school community. Therefore, the number of staff is directly proportional to the need of the students. For instance, Oakview high school is one of the schools with a high number of students located in the city town.

Because of this large population reflecting on its community and the faculty's experience, there are differences among the faculty. Read More