School Leadership Philosophy

I want my school to be a place where everyone feels confident and safe when they enter the building. I have high expectations for all students, and I encourage my staff to challenge students academically. We need to prepare students with 21st- century skills and utilize the different tools in technology. We are a team, and family at

According to Epstein, partnership activities can be student centered, family centered, school centered, or community centered. Student centered activities include mentoring and tutoring programs, job shadowing, incentives, and scholarship programs. Family centered activities include parenting workshop, adult education classes, and family fun learning nights. School centered activities include beautification projects, staff development and classroom assistance. Community centered activities include charitable outreach, and art and science exhibits. Through interviews, it was proven that businesses want to be involved in schools and involved in the success of students. The principal of the school is an important factor in whether or not the businesses in the community will collaborate with the school. It is important for the leader to be a positive reflection to the school. “An effective school leader is one who supports her faculty and staff in developing their professional skills as collaborators.” (Epstein,

This school has the potential makings of wonderful learning institution. Hypothetically, if I were to create an effective learning community, it must entail a few critical characteristics. First, I would insist that the faculty, staff and myself share in the vision of the school. I want everyone to feel comfortable in identifying and resolving problems that manifest during the education process. Our vision will be in support of a rigorous student learning platform, and the teachers will be expected to guide their work and decision-making in support of this program. In return, I

Great schools do not just happen. It is easy to envy successful schools and to equate their success to things such as a wealthy community, readily accessible resources, a supportive community, low diversity, and visionary leadership (Hollingsworth, 2016). While all of these factors certainly impact a school’s ability to reach high heights, successful schools are not built overnight. Successful schools are led by diverse administrators who all share the ability to access the important leverages of leadership. They are built on strong structures and driven by continual improvement over long periods of time. They have have stakeholder involvement, and this includes the community which they serve. The employees in these schools work well together, embrace each other's diversity, and create and follow well planned curriculums that target the needs of their students.

As I continue to mold a vision for leading, I persist on how I would create a school that promotes learning for all students and how important human connection and the overall human interactions are in creating an environment that has healthy teachers and students. Our school systems have created a lot of stress with teachers and students reaching standardized test scores, the new teacher evaluation system and other bureaucratic guidelines.

The case for the application and usefulness of critical race theory in school leadership has been examined at both the K-12 practice of school leadership (Aleman, 2009; Brown, 2005; Gooden, 2002; Parker & Villapando, 2007; Stovall, 2004) and the higher education preparation administration programs (Agosto, Karanxha, & Bellara 2014; Gooden & Dantley, 2012; Lopez, 2003) that funnel future school leaders emerged during the 2000’s (Khalifa, Dunbar, and Douglas, 2013). According to Stovall (2004) the application of a CRT perspective to school leadership incorporates a “race-praxis” that enables school leaders to unpack and address issues of race and racism. Parker and Villapando (2007) add that CRT can provide school leaders with the “valuable lens with which

As the principal, I want to help develop and guide the climate of the school but in order to do that, I need to have and understanding and respect of the culture of the school and the teachers, parents, staff, and students. The culture is the traditions and values of a school, where as the climate is the feel of the school as you are on the school grounds. For this reflective essay, I would be a new principal at a new school, so the teachers may or may not have all worked together before and there would not be an established culture & climate, with the exception of uncertainty and or excitement. This would provide the staff and the community the opportunity to develop, build, and the culture and climate together. I would start with meeting with the teachers & staff individually, I would also provide a survey to see what they believe are the needs for developing our new school with high expectations for all students. After meeting individually, I would hold our first staff meeting (I would provide food, drinks, little incentives - ) and I would share the survey data as well as data on student achievements from all the schools in the district. This data would guide us in the future directions for our students success. I would then show the YouTube video

The last characteristic that the article mentioned is “building a strong school community”. All stakeholders should be involved in the overall improvement of the school. The school should be a welcoming place for all students and the community. One principal creates informal chat time with parents and members of the community to help improve the school and provide feedback. The great principal needs to ensure that the school is safe

It encourages staffs to involve in the process of developing a shared vision which can help in decision making in relation to teaching learning in the school (Hord & Hord, 1997). likewise, before the academic session starts, all the teaching staff with the principal conduct meeting and set target for every activity of the year in line with the vision of the school. We conduct teacher parents meeting and School Management Board meeting for familiarization on our school mission and vision to student and staff for the betterment of the school. Consequently, my school is in implementation stage of this

Ethical leader’s to me is someone who is helpful, honest, and responsible and someone who accepts your own core values. Leaders who lead by example but also have the ability to recognize talented individual who show the aptitude and foresight to finish the idea at hand. Some who makes the hard decisions even if it does not help further one’s career. Instead the decisions one makes are being made for advancement for all involve in the process.

The principal can encourage collaboration as the prominent figure of authority within the school. Being leaders, the principals have similar visions and can open the channels of communication between school leaders and teacher as together they brainstorm different ways of maximizing student learning potential as part of the united vision that is also mandated by law. Together they can advocate for adequate staffing, the funding for supports such as professional development workshops that are vital components students’ academic excellence. In addition, among teachers, principals can encourage collaboration through adequate and ongoing training, allotting extra planning time, requiring both the general education teacher and special education teacher to participate in IEP meetings, and giving constructive feedback/support to collaborative efforts. They also should be shared responsibility for students learning. Teachers should learn how to effectively collaborate with other staff as vital team players in the educational setting and whose input therefore matters. Finally, as role models, principals must lead by example in displaying respect for parents and expecting the same from

Ethics is defined as distinguishing between right and wrong. Ethical leadership is leading in a manner where everyone's views and rights are taken into consideration. All leaders should be role models, but often times some are not. Leaders who lead ethically are role models, they show others the importance of good conduct and in turn, help others become ethical themselves. Being ethical forces you to be more mindful of your environment, causing you to make your decisions more carefully. Ethical people are generally in a growth mindset rather than a fixed mindset which is crucial to being able to lead well. Communication is key in leadership and ethical leaders are able to communicate more effectively. You don't have to be ethical to be a leader, but being ethical is what makes for a successful leader.

Ethical leadership is the process of influencing members based on values and beliefs that are determined by the ethical standards put in place. Ideally, ethical leaders should determine what values to build the organization on based on the ethical standards put in place by the leaders. However, a leader’s personal moral or ethical standards may conflict with the ethical standards determined by the company.

Strong relationship between a school, parents and community is essential to develop a positive impact in student learning.

This article is about how a principal implement a positive growth in school culture. A positive culture will allow schools to flourish as there is an overlying value of respect and a feeling of educational benefits. The two areas that Habegger defines as areas that a principal needs to work on to create this growth are creating a sense of belonging and providing clear direction. Both of these areas where then broken down on how changing them will have a positive impact on the students, teachers, and parents and community.