05 Mar 2020

THE GOAL OF SCHOOL LEADERSHIP

Educational leadership is the process of enlisting and directing teachers, pupils and parents talents and resources towards the achievement of specific educational goals. The term is often used synonymously with leadership of the school, and has replaced the management of education. According to study, school leadership is second only to teaching among school-related factors how it influences student learning. In addition, the principals form the requirements for high-quality teaching strongly and are the prime factor in determining whether teachers remain in high-needed schools. Therefore, high-quality principals are vital for the effectiveness of public schools in our country, particularly those that serve the children with the fewest benefits in life. School management needs leaders with a vision to improve quality and learning outcomes, and who are also involved in ongoing management activities. Schools need leaders with a vision to improve the learning environment of the school within a well-functioning school-based management system (SBM). The SBM includes setting school goals for pupils, training teachers, and allocating content and financial resources. Successful SBM affects engagement, dedication, and student and teacher achievement by: promoting school leadership that is both relevant to the school community’s specific background and needs, creating and implementing school improvement plans, establishing fair and effective teacher appraisal systems, structuring classrooms and schools according to school needs, building relationships with the school. The training and leadership of school managers: School managers will contribute positively to school effectiveness when trained and able to use comprehensive leadership knowledge to solve complex school-based issues and build confidence through working relationships with school staff, parents, students, and the community. Managers can have various and conflicting management styles including instructional, transformational, and relational leadership, with each style affecting student outcomes, and how teachers react to leadership. It is critical, however, that school managers lead in a manner appropriate to the school culture and background, provide opportunities for management support training, and evaluate their performance by school inspectors, municipalities, or other boards that oversee the quality of school management. School managers that model good instructional leadership focus on teaching preparation, assessment, communication and development to achieve successful learning outcomes for students.

School administrators need to evaluate the success of students and teachers, and lead in a way that is culturally and pedagogically sensitive to the strengths and needs of students and teachers. Good school administrators develop a method to direct their work through the school change. Such a method can be provided by school improvement plans (also called school growth plans), because they are systematic and focused on a school scan. Climate, and the circumstances facing it. School development plans should emphasize priorities and goals, define concrete steps to achieve school goals, and include a collection of tools to track, execute and assess strategies. They may, in particular, outline strategies for improving student performance in specific subject areas, recommend specific types of tests for teachers to monitor student performance over time, and indicate when and for how long strategies should be implemented. Developing school plans is a collaborative process between education practitioners and councils, parents, and other community members and the findings should be made accessible to the public as a form of accountability (in hard copy or online). Another role which school managers perform is daily assessment of teachers.

A teacher evaluation system makes assessment equal by clearly defining duties, obligations, and procedures, which includes multiple measurement methods such as teacher portfolios, classroom evaluations, and surveys, and/or peer and administrator assessments. Education professionals should have a strong reason for selecting appraisal methods, and should be careful about using types of teacher assessment that can put too much emphasis on standardized test scores for students. Other management functions: Many areas of schools include a consistent management structure, including the maintenance of school libraries and storerooms, resolving school health and safety issues, and handling school-based funding and accounting. School funding management has a specific relationship to learning outcomes, as high-performance schools tend to focus resources on the topics of students. Partnerships between schools and the Community: SBM is successful by establishing a school-based committee or organization to identify school and community needs, involve the community, develop relationships, manage resources, and provide opportunities and training to create partnership capacity. School clusters: Rural or low-resource schools may be organized into school clusters to bring together resources to enhance the quality of teaching and learning. The management of a school cluster requires similar roles and responsibilities as in individual schools, but additional leadership will be required at the cluster level through a committee or a more seasoned lead administrator to coordinate and oversee the implementation and assessment of curricula across school sites.

The decision to create a cluster should be focused on an evaluation of school needs and shared goals for improving the cluster across the school sites. The creation of a cluster may include mapping activities to identify self-sufficient and non-inclusive schools, identify accessibility issues and spatial distribution of schools in the network to identify a centralized location for a teacher resource centre. Also essential for the effective management of a school cluster is trained staff for managing teacher resource center operations like providing support, training, and services to teachers.

 

K Leithwood.

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