Running head: Supervision for Successful Schools: The Norm
Supervision for Successful Schools: The Norm
Grand Canyon University (EDA551)
May 22, 2012
Can you imagine happy faces; can do attitudes, and leaders helping staff? School cultures are important to the success of a school but can be very difficult to establish and maintain. In order to establish a successful school culture the leader should understand the basic leadership theories and styles. The type of leadership style is important. Many schools in America can be classified in one of the following three categories: conventional, congenial, or ...view middle of the document...
Conventional and congenial are very similar with the exception that teachers and staff do communicate and are not isolated. Nevertheless, the communication is not related to school rather the topics are personal and social activities. Teachers do not discuss student progress or methods that could be used to improve teacher performance. The ultimate concern in this environment is creating a happy staff.
The final category is collegial. Today’s schools focus their efforts on this category because it is professional and student outcome based. These schools believe that success is based on professional work accomplished together and the end product which is the achievement of students. In these schools, the principal role is that of an instructional leader rather than a supervisor.
Which category is school X?
When looking through the windows of school X, one can easily see that the school should be categorized as conventional. The school is categorized as conventional for three reasons. First, it is quite obvious that the staff is divided. Teacher autonomy is the main quality that most teachers possess. School meetings and grade level meetings are rare. The staff often complains of the lack of communication. Second, teachers view mandatory observations and evaluations as inappropriate and unnecessary. This year the district is mandating that all schools move to the collegial style. To ensure that this happens, district officials have created a new appraisal system that incorporate more communication, self –evaluation, more observations, professional development, and successful student output. Due to the increase pressure of schools to change, learn, and adapt to new situations, many districts are creating new programs to help strive to better themselves and gain an edge (Garvin, 1993). Finally, the school is categorized as conventional because of the school’s data on student behavior, parent involvement, and assessment scores. After reviewing the data, it is evident that the school had no problems or major crisis concerning behavior or parents. On the other hand, the area that is of concern is assessment scores. Students are not producing results. During a staff meeting, the principal asked what the staff thought was the major factor for the results. After minutes of silence, the staff placed blame solely on the students. They did not once try to evaluate their education and professional practices.
What is the cause of a conventional school?
How can a school not change when students are failing? Recently, school X welcomed a new...