Organizational Leadership and Evaluation - Essay Example

Organizational Evaluation and Improvement

Organizational evaluation is an essential tool for improving management. Organizational leadership must determine an organization's effectiveness, an action that is best done through organizational evaluation. Moreover, the organization's problems and achievements in terms of its behavioral and social system applications are determined through organizational evaluation. In terms of the operation of schools, evaluation is crucial at aids in the understanding of the different challenges facing the school. Such challenges, if not monitored, will negatively affect the performance. Therefore, to improve the school's performance, the leadership must evaluate their programs to identify the vital areas to be improved. The essay elaborates on the different aspects of school management evaluation to improve the performance.

Part 1: Culture and Climate

Each organization is defined by a pattern of assumptions through which they conduct their operations (Ostroff, Kinicki, & Muhammad, 2012). These assumptions are learned by the organizational stakeholders and applied in solving organizational problems in terms of external adaptation and internal integration (Ostroff et al., 2012). These assumptions are considered to be the organization's culture after having worked well enough for the organization in terms of achieving its goals. Therefore, every new member of the organization must be taught these assumptions as they make up the organizational culture.

Organizational culture depicts how the organization perceives, thinks, and feels concerning its operations (Ostroff et al., 2012). In the case of a school environment, culture depicts how learning is conducted in the school. As a unique organization, every school will have a unique manner in which curriculum instructions are conducted. Although the curriculum might be the same in all schools as dictated by the ministry of education, the manner in which teachers believe the education has to be conducted will vary.

Organizational climate depicts the shared meaning attached to events, behaviors, policies, practices, and organizational procedures (Ostroff et al., 2012). Simply put, the stakeholders hold an organizational climate as the behaviors they feel are expected in the organization as the management rewards them. A school's organizational climate is a set of internal procedures that differentiates schools. Moreover, Ostroff et al. (2012) state that a school's climate influences its members' behaviors. The climate of an organization is based on the perception of behavior within the organization.

Unified School District Culture and Climate

The unified school district has a unique culture set to ensure that the school's goals in terms of student performance are met. Among these cultures is comradery. The Unified School District has a culture whereby students and the faculty work in collaboration. Therefore, the faculties in the school are set to accommodate it despite their needs. In turn, this culture is set to ensure that students and staff members feel a sense of belonging and community.

In terms of habit, the school has a culture where students are expected to be on time always. The habit culture is of a positive value for the school as it ensures that students do not miss any lesson. Furthermore, the school's culture dictates that it is the faculty's responsibility to prepare for lessons and not just wing it. The culture is considered essential for the school as it illustrates the school leadership's expectation in terms of professional conduct.

The school climate is divided into two; safety and academics. In terms of safety, the school has a culture whereby it dictates that each stakeholder has to feel safe while in school. In terms of physical safety, the school has security guards who ensure that violence, aggression, and physical bullying are eliminated. Secondly, the school has a climate whereby the emotional safety of both teachers and students are upheld. In this aspect, the school has guidance and counseling services to cater to the stakeholders' emotional safety. In terms of academic climate, the school has defined principal and administration roles, illustrating how communication has to be handled. Finally, the school majors in professional development where teachers access training.

Culture and Climate Improvement

From the leadership perspective, Cherkowski (2016) clarifies that the available data in any organization can be relied upon in setting goals. In this perspective, the school management can use the past performance data to set goals that, in turn, will aid in informing policies. By analyzing data on attendance, discipline, and academic performance, the leadership can determine change areas in school culture.

Secondly, culture and climate can be improved when the leadership in the school engages teachers and administrators well (Lindahl, 2011). Teachers should be allowed to have a say in decision-making as they are the ones who interact with students daily. For a culture change, teachers and administrators should be engaged in communication to develop a culture that is compatible with their values.

Finally, school leaders should advocate for parental and student involvement (Lindahl, 2011). Parents are stakeholders in the learning process; therefore, in case of any improvement to be undertaken in the learning process, they should be involved. Students are also essential in the school fraternity; thus, their voices are critical to the school's decisions and plans.

Part 2; Professional Learning and Growth Plan at the Unified District School

Planning, Assessment, Implementation, Preparation, and Evaluation

 Professional growth plans are essential for schools as they drive learning through standards, structures, and resources (Destler, 2016). Thus, these growth plans improve instructional practices in schools. To plan for the Unified School District's professional learning and growth initiative, I will start by researching the significant growth and improvement practices expected in the school. The research will focus on instructional and intervention strategies known to enhance the performance of students. Secondly, I will assess the district's needs to ensure that the professional learning and growth initiative aligns with the district education board's provision.

I will conduct my assessment using the elements of Universal Design for Learning. With this item, the assessment items in the professional learning and growth initiative will be clear and concise. Therefore, it will be easy to measure the expected objectives and performance for the professional learning and growth initiative. The initiative will be implemented by conducting an ongoing formal evaluation of the degree fidelity by which the district learning activities are to be undertaken. Furthermore, I will embark on evaluating district-level professional learning. This assessment will be essential in professional development for the teachers.

In developing a professional learning and growth plan, all school stakeholders must be incorporated (Zimmerman, 2011). In my preparation for this growth initiative, I will begin by analyzing the needs of student learning. With the teachers' information, I will begin by analyzing the data provided by teachers and the past student records in terms of performance. With this information, I will identify the areas where growth is expected.

The second preparation approach will be to analyze the community, district, school, and department characteristics. Through this analysis, I will be able to establish the necessary context to aid at ensuring that the necessary growth contexts are incorporated in the professional learning and growth plan.

SMART Goal Evaluation

Goal setting is crucial for teachers as it guides how they can improve their instructional skills in line with curriculum delivery. In my leadership at the Unified District School, I will adopt a SMART goal for teachers to guide and evaluate the professional growth plan. My guiding SMART goal will be as follows:

For the 2021-2022 academic year, each department should post a rise in student performance in terms of their average grades. The minimum average grade for students under each department should be 8.0. The school should, therefore, rise from the current average score of 7.5 to more than 8.0.

The goal is specific because the focus of the school will is to improve its overall average score. The goal is also measurable as the average score is expected to rise from 7.5 to 8.0. Moreover, the goal is achievable because the departments will have to ensure that students can add about 0.5 points in their average score. The goal is relevant as it helps to add to my professional growth plan for the school where the stakeholders have to ensure that the overall school performance is improved. Finally, the goal is to be attained within the 2021 to 2022 school year.

Action Plan

The objective for improving students' performance as per the departments will only be achieved through a clear action plan for the school. The following action plan details the activities that will be undertaken to ensure that this goal for professional learning and growth is attained.

Action Plan: Improving the Overall Average Score per department for the 2021-2022 School year

Action

Objective

Evaluation

Responsible

Reason

Establish a Virtual school credit recovery program. The school will have to come up with a computer lab for this purpose.

• Keeping students on track for graduation.
• Motivate students by establishing credit recovery.

Total students who complete the credit recovery program.

Graduation counselors and Coaches.

Graduation counselors are in charge of graduation. Therefore, they are conversant with recovery programs.

Recruit School staff and graduate teachers to provide tutoring.

Provide creative academic support for students to enhance their performance.

• The number of students using the tutoring program.
• Academic performance of the students using this program.

School faculty

The school faculty deals with different resources in the school. Therefore, they are aware of the available resources to hire extra staff.

Partner with post-secondary institutions to offer more tutoring programs

Offer support to students in specific subjects with poor average results.

Analyzing the progress of students who participate in the tutoring program.

Remedial Coach.

Remedial coaches are tasked at ensuring that students are supported in their weak areas.

Establishing a family-school communication.

Reducing chronic absenteeism among students, A factor that negatively affects performance.

Analysis of the Absenteeism rate.

• School administrator.
• Attendance coordinator.

The school administrator and the attendance are tasked at ensuring that the rate of absenteeism among students is reduced.

Boosting after school programs.

Encourage students to attended classes regularly.

Number of offering

• School Administrator
• Parents.

Parents should receive communication from the school to support their children at home. On the other hand, the school administrator.

In summary, the goal of a school is to post good results for each student. Therefore, this goal can be achieved through organizational evaluation. By conducting an evaluation of the organization, the management can identify the areas to be improved. As has been identified, effective improvement within an organization can only be achieved through an action plan identifying the improvement activity and the people responsible. Finally, there must be an evaluation of the identified actions to ensure that the improvement goals are being achieved.

Secondly, culture and climate can be improved when the leadership in the school engages teachers and administrators well (Lindahl, 2011). Teachers should be allowed to have a say in decision-making as they are the ones who interact with students daily. For a culture change, teachers and administrators should be engaged in communication to develop a culture that is compatible with their values.

Finally, school leaders should advocate for parental and student involvement (Lindahl, 2011). Parents are stakeholders in the learning process; therefore, in case of any improvement to be undertaken in the learning process, they should be involved. Students are also essential in the school fraternity; thus, their voices are critical to the school's decisions and plans.

Part 2; Professional Learning and Growth Plan at the Unified District School

Planning, Assessment, Implementation, Preparation, and Evaluation

 Professional growth plans are essential for schools as they drive learning through standards, structures, and resources (Destler, 2016). Thus, these growth plans improve instructional practices in schools. To plan for the Unified School District's professional learning and growth initiative, I will start by researching the significant growth and improvement practices expected in the school. The research will focus on instructional and intervention strategies known to enhance the performance of students. Secondly, I will assess the district's needs to ensure that the professional learning and growth initiative aligns with the district education board's provision.

I will conduct my assessment using the elements of Universal Design for Learning. With this item, the assessment items in the professional learning and growth initiative will be clear and concise. Therefore, it will be easy to measure the expected objectives and performance for the professional learning and growth initiative. The initiative will be implemented by conducting an ongoing formal evaluation of the degree fidelity by which the district learning activities are to be undertaken. Furthermore, I will embark on evaluating district-level professional learning. This assessment will be essential in professional development for the teachers.

In developing a professional learning and growth plan, all school stakeholders must be incorporated (Zimmerman, 2011). In my preparation for this growth initiative, I will begin by analyzing the needs of student learning. With the teachers' information, I will begin by analyzing the data provided by teachers and the past student records in terms of performance. With this information, I will identify the areas where growth is expected.

The second preparation approach will be to analyze the community, district, school, and department characteristics. Through this analysis, I will be able to establish the necessary context to aid at ensuring that the necessary growth contexts are incorporated in the professional learning and growth plan.

SMART Goal Evaluation

Goal setting is crucial for teachers as it guides how they can improve their instructional skills in line with curriculum delivery. In my leadership at the Unified District School, I will adopt a SMART goal for teachers to guide and evaluate the professional growth plan. My guiding SMART goal will be as follows:

For the 2021-2022 academic year, each department should post a rise in student performance in terms of their average grades. The minimum average grade for students under each department should be 8.0. The school should, therefore, rise from the current average score of 7.5 to more than 8.0.

The goal is specific because the focus of the school will is to improve its overall average score. The goal is also measurable as the average score is expected to rise from 7.5 to 8.0. Moreover, the goal is achievable because the departments will have to ensure that students can add about 0.5 points in their average score. Read More