Assessment of School and Principal Effectiveness - Essay Example

School Administrative Issues Introduction School heads crucially set high standards of accountability and maintain schooleffectiveness. They play an enormous role in parent participation, teacher retention and student behavior. School heads also face immense challenges as they run the school. Therefore, it is necessary for them to develop strategies for staying abreast with school issues, dealing with long-term and day-to-day issues and maintaining a clear and articulated vision that focuses on establishing open communication lines and trust between faculty members and staff. All these strategies by the school head should principally focus on student learning, by providing institutional and instructional leadership (Brown, 2010, p. 5). Mrs. Huda faces an enormous task in her new capacity as a high school headmistress for a new school. Mrs. Huda possesses hardworking and intelligent characteristics that came out clearly throughout her career and studies. She has a strong personality, serious about her duties, excellent and shows perseverance. After her studies, Mrs. Huda worked as a mathematics teacher. Because of her successes in her profession, she gained promotion within 7 years to a secondary school headmistress. She worked tirelessly as a headmistress, and after four years, her achievements were noticeable. The ministry and the educational zone took pride of her hard work. In her fifth year as school head, she was transferred to another school by her superiors who aimed at placing an experienced and hardworking headmistress as the school head. She assumed her responsibility and functions in her new school with motivation and enthusiasm. However, as she went about her duties with strictness and highhandedness, some of the teachers disliked her leadership style, and they brought it up with the education zone and the ministry. These teachers accused the headmistress of imposing her views, scolding them and being impolite and cruel with her words. They also accused her of constantly changing administrative demands, being bossy and not considering the teachers social needs (Al-Waqfi, & Forstenlechner, 2009, p.2). If I were Mrs. Huda, acting as a school head, I would act appropriately to administrative issues arising in my school as highlighted in each of the following situations. When It Comes To My Knowledge That I Will Be Transferred To a New School During the school holiday, I would make an inquiry about the new school, students and faculty. I would also inquire about the parents and the culture of the school. I would make an assessment of the school and have clear goals and expectations. This assessment would establish what needs assessment, and the people to look up to for feedback. This assessment that is reliable and valid will then be linked to research-based standards. The data collected is vital in developing a holistic approach and view of the school performance and expectations. Making an inquiry about the school is necessary because it helps in developing a comprehensive plan for changing issues that need address (Claudet, 2007, p. 7). During The First Meeting with the Administrative Staff in the New School During the first meeting with the teaching and administrative staff, it is crucial to first highlight the issues that need change. I will introduce the assessment to the staff and press to them the need for addressing the issues (Claudet, 2007, p. 9). During this meeting, I will also announce my administrative policies, focused on improving the school. The staffs need to know that the policies need fast implementation and absolute commitment. I will also introduce clear expectations on the purpose and goals of the policies I intend to institute in the school. The easy-to-understand and explicit expectations and goals intend to provide a transparent environment for running the school (Ebmier, 2004, p. 7). When I Notice the Frequent Absence of Employees It is vital to investigate reasons for teacher’s absence from school. Then from this investigation, I would prepare short term measures, to counter absenteeism. This is to ensure that the school runs efficiently even with the absence of some of the teachers. The short term solution includes reassigning the absent teachers duties to another teacher. The substitute teacher will cover the absent teachers classes hence learning will go on normally (Ebmier, 2004, p. 9). The long term solution to this case is to ensure that teachers adhere to the timetable strictly. All teachers absent because of sickness will be required to provide medical records to support this claim. Teachers who do not follow the timetable will be reported to the education zone for negligence, and followed up for punishment or appropriate measures (Fleck, 2008, p. 28). After Reading a Complaint against Myself Submitted By the Committee Upon reading the complaint presented by the education committee, I would first ask the committee how they came into possession of the complaint. Then I would like to know the criteria used to make the complaint before dismissing it. If the complainant used an assessment tool for evaluating my leadership, then I would accept the complaint and develop a strategy for addressing them. If the complain was not based on any evaluation tool, I would then explain to the education committee my policies. The committee needs to know that the school needs dire changes for it to perform well educationally. Therefore, the complaint could have originated from careless, negligent and probably lazy staff (Fleck, 2008, p. 29). During The Meeting Held between Myself and the Complainant Group During the meeting with the complaining group, all members of the group will get time to express their dissatisfaction with my leadership. I would listen carefully to their complaints and take note of their pressing issues. During the meeting, I gain a perspective of their complaints and reintroduce my policies to the education committee and the group, and ask the group to explain previous negligence, indiscipline and dismal performance of the school. During the meeting, I would restrain myself from offensive language, but instead be calm and collected. I would also want to know why the complaining group did not write to me to express their complaints (Claudet, 2007, p. 10). My Attitude and Behavior with the Complainants after the Completion of the Investigation After the meeting with the complaining group, I would strive to sustain a warm association with the complaining teachers. I would be more flexible with my regulation, and change my attitude towards the schoolteachers. The change of attitude would be based on the complaints presented by the teachers. I would forgive the complaining staff and open communication lines with them (Ebmier, 2004, p. 12). Leadership Style as Demonstrated by the Case: Strengths and Weakness deduced from Mrs. Huda’s Behavior Mrs. Huda is a strict and authoritarian headmistress. She does not consult with other teachers on how to implement her policies. She is also intolerant of others people views. For instance, she refused to recognize other proposals because she felt she knew her interests. Her strengths include hard work, and excellence. She exemplifies hard work because all the schools she heads perform highly. However, she has weak points as demonstrated by the case study. She is intolerant and does not accept other people’s view point. She is intolerant of others as shown when she became offensive during the meeting with the complaining teachers. She is not forgiving because she kept a grudge with the teachers who complained about her to the education zone (Claudet, 2007, p. 8). Suggestions for Restoring Administrative Order in the School The school head needs to understand that she cannot run the school on her own. She must consult with other teachers on her policies to know which are best applicable in the school. A warm, working relationship must be established between the school head and the school teacher. Otherwise, the school will disintegrate because of lack of communication. The education committee should establish an open forum for all the school staff. This forum is vital in opening communication between the school head and the staff. The forum will also help in addressing issues that exist within the school workforce (Al-Waqfi, & Forstenlechner, 2009, p. 2). Conclusion Schools are vital educational institutions worldwide. Therefore, schools require excellent management to ensure that their core duty of quality education is achieved. Mrs. Huda is a hardworking and intelligent teacher. She ensures that schools she head perform well, and maintain discipline. She also does not compromise on staff discipline. To ensure that her policies are followed, and her mandate reached; she employs highhandedness on the staff and students. However, not all staff members like her leadership. Mrs. Huda should develop a close relationship between herself and the school staff. She should learn to forgive and communicate openly with all staff though some do not like her. List of Reference Al-Waqfi, M. & Forstenlechner, I. (2009). Administrative Issues in School. In: College Of Business Department Of Business Administration-Case Studies. Page 1-4. Brown, M. (2010). Evaluating School Principals. In: National Comprehensive Center For Teacher Quality. Page 4-14. Claudet, J. (2007). A Multimedia Approach to Enhancing School Leaders Reflective Thinking and Decision Making. In: Interactive Education Multimedia. Page 1-10. Ebmier, H. (2004). Diagnostic Assessment of School and Principal Effectiveness. In: KanLEAD Educational Consortium Technical Assistance Center. Page 3-15. Fleck, F. (2008). The Balanced Principal: Joining Theory And Practical Knowledge. In: Education Digest: Essential Readings Condensed For Quick Review. Vol.73(5), Page 27-31. Read More