Moving Backward Practices

Schools must have a positive climate and supportive culture in place. Creating a clear mission for all to follow

One will examine the underlying philosophies, theories and principles that shape their professional beliefs about children’s learning (Brown, et al., 2012; Waniganayake et al., 2012; Duignan, 2006). For any obstacles they may encounter, through the contingency theory, an educational leader will work with the appropriate style of leadership most suitable in that circumstance (Rodd, 2006), and respond to various situations in times of change by critically reflecting on the purposes they see for their setting and the goals they are aiming to achieve with children and families. Understanding from the transformational theory, an educational leader will be inspiring others with visions that can enable the team to be directed and motivated toward creating ‘a culture of learning and professional growth’ (Duignan, 2006; Waniganayake et al., 2012; Sinclair, 2007; Rodd, 2006; Siraj-Blatchford and Manni, 2006; ACECQA, 2013). Moreover, distributed leadership approach, which falls under the transformational theory, is seen in the educational leader as they work collaboratively with others towards the same vision (Rodd, 2006). For instance, taken from ACEQA (2013), the educational leader would examine routines with each of the room leaders, and how to make them more effective for children’s learning experiences. Here, the educational leader is not only guiding staff along, but also problem-solving

As a leader I envision my school as one where students and teachers come to a place they enjoy entering each day. All share the focus of the school, the belief that all students can become high achievers. Staff is centered on student achievement; no matter what academic level that all students face coming into the classroom. All staff will understand that all children are teachable, even those with learning issues.

Leithwood and Jantzi argue the ability to articulate a clear vision is an essential attribute for school leaders (2008, p. 507). Goal setting is a powerful motivator for change and when leaders are able to clearly communicate inspiration vision to those they lead, it is possible to harness this motivation to bring about school improvement in student learning (Leithwood & Jantzi, 2008, p.507). Clearly defined goals encourage school community to contribute to common goals and also streamlines decision making as only options that align with the vision need to be considered (Hallinger, 2010, p.129).

1- Clear and shared mission and vision: define clear and vital mission and vision are the initial step for starting a school. Moreover, most schools have a mission statement for twenty years or more. The vision leads the school to set their goal and the goal will be measured outcomes in increasing student achievement. The goal most be created in measurable format. For example, specific, achievable, reviewable

The members of the board of directors have to illustrate their leadership skills when they develop the vision. They have formed their vision about child development differently than other school systems. They have to share the vision to their staffs, students, and communities in a successful way. In addition, the director boards have to motivate their staffs to follow the vision and achieve the organizational vision. Meanwhile, the director boards also have to defend their vision about child development from people who belief the test scores represent the future of children.

As a Level I leader, I will need to develop trust with my staff and work collaboratively to build a vision (ISLLC 1). According to Sorenson & Goldsmith, “Peter Block defines stewardship as ‘the willingness to be accountable for the well-being of the larger organization by operating in service rather than in control, of those around us’” (2009, p. 5). As such, I will work collaboratively with the community, parents, and teachers to develop goals that are specific, measurable, attainable, results-oriented, and time bound to address the most pressing needs and challenges of the Patriot Elementary School.

20). Without a clear understanding of expectations, followers will have a difficult time making sense of goals, anticipated outcomes, and success criteria. As evidenced in observation data, Mr. Smith, Director of Elementary Education, provided direction for school administration, teachers, and instructional leaders at central office. He outlined professional development plans for elementary leadership for the 2016-2017 school year, developed a roll-out plan for standards-based reporting K-5, coordinated next steps for observation data related to school improvement planning, and established expectations for reporting student growth in literacy on a quarterly basis. Evident in his dialogue with teachers, administrators, and central office staff was his ability to listen to those in the trenches at the school level. While outlining expectations, goals, and success criteria, Mr. Smith understood that building a sense of community was critical; this leads to the next task of leadership – creating

The concepts of “curriculum and pedagogy begins with an examination of the underlying philosophies theories and principles” (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012, p. 98). These concepts help to shape an individuals idea of how they can create an environment that better suits themselves, their team of workers, the children and their families. Pratt (as cited in Davis, 2015, p. 80) offers to readers that the importance of developing a culture for equity, positive relationships and community adopts the importance of being valued in any contributions you make to sustain a collective body of learners. Being a leader is one who works together with their team and achieving their goals as well as promoting reflection and learning. The meeting that has been organised is to guide educators to “shape and influence what happens in the future” (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012, p. 98), by discussing what it means to work together as a team providing alternatives in the way we all can communicate and develop endless outcomes for children's

My first step when I enter Alfred Middle School is to meet with my talented staff. It’s important that I have a positive working relationship with my most important, which are my teachers, paraprofessionals and support staff. I’m pleased to hear that my staff has a great work ethic; therefore, I will be able to rely on them for support. During that initial meeting, I ask the staff for their input for the school's mission. The mission statement is most important because it establishes our purpose and why we do what we do. Furthermore, it’s imperative that we have a consensus on the statement because I will need everyone to buy in on our mission. This initiative is the segue for the vision of our school, which is the next step in my process for school improvement. Our vision gives the stakeholders what is to be expected from our school in the future. With that said, I would create two groups in effort to support of shared governance of the school. I will listen to my staff, and I would encourage participation in the decision-making process. As a counter balance, the other group will be a School Advisory Committee, which is a combination of parents, business partners and community leaders. Their primary job is to advise and recommend improvements for the school. After I have established the mission, vision and the governing groups, I will move forward to address the immediate needs for

Organizations and leaders are more successful when they have clearly outlined goals and objectives. This has been a very large part of the current success of the charter school. As a board we have been able to define and include in the charter application what the goals and objectives for the school are. This has created a trust in the school and families are signing their students up in record numbers even before the school is built. (Mahdinezhad, Bin Suandi, Daud bin Silong , Omar 2013)

Mrs. Reina believes the key is to be an “educational leader”. A leader that can lead the school

continued to follow the school mission statement with a sense of purpose and commitment to

Sullivan (2010) indicates that leaders empower, encourage, and support others in a shared effort to achieve goals or create change. Hence, as a early childhood educator our role has a great impact in achieving such goals. Indeed, a leader has desirable traits that inspires and motivates other to work towards a vision or goal. For the purpose of this paper, I will discuss my leadership style and explain how the style motivates and influences my environment and the importance to reflect on practice.

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.