School Leadership: Teacher or Administrative Directed?

Joy Aimee M. Chang

School Leadership
is the process of enlisting and guiding the talents and energies of administration, teachers, pupils, and parents toward achieving common educational aims

Administrative Leader Refers to each and every person occupying an administrative or supervisory role in the educational system.

Who are they? ? ?

-Secretary of Department of Educ. -Undersecretary -School superintendents and their assistants -District and area supervisors -School principal and their assistants -Presidents/rectors of colleges and universities -Deans and assistants -Board of trustees and directors

The manager manages "by the book Everything must be done according to procedure or policy. If it isn't covered by the book, the manager refers to the next level above him or her. This manager is really more of a police officer than a leader. He or she enforces the rules.

A shared leadership that encourages employees to be a part of the decision making. Employees were informed about everything that affects their work and shares decision making and problem solving responsibilities. This style requires the leader to be a coach who has the final say, but gathers information from staff members before making a decision.

Also known as the "hands-off style. It is one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the employees and they must determine goals, make decisions, and resolve problems on their own

A classical leadership in which the manager retains as much power and decision-making authority as possible. Employees are expected to obey orders without receiving any explanations. The motivation environment is produced by creating a structured set of rewards and punishments

Its not just some formal administrative position exercised . It starts with expanding our professional roles in small everyday actions that make our jobs more fulfilling and less difficult. And then we can take on larger schoolimprovement tasks as we become ready to tackle them.

(1) participation of teachers in critical decisions that directly affect their work;
(2) teacher impact as an indicator of influencing school life;

(3) teacher status concerning professional respect from colleagues

(4) autonomy or teachers beliefs that they can control certain aspects of their work life;

(5)professional development opportunities to enhance continuous learning and expand one's skills;
(6) self-efficacy

Ways of Empowering Teachers

*Involve them in various decision making process, *Value them through proper respect & salary *Enrich their knowledge through training & professional growth

For: Teacher Empowerment For: Administrative Management

Principals have a vision -- a picture of what they want their schools to be and their -They also take on new roles such as students to achieve. team leader, action researcher, -guidance direction for curriculum and developer, and in-house the school students, trainer (Bolesstaff, & Troen, 1992). and administration.

For: Teacher Empowerment

Teachers' visions tend to address teacher roles and student outcomes. -changes in the classroom, interdisciplinary curricula, varied student grouping patterns, and instruction

For: Teacher Empowerment For: Administrative Management

Effective superintendent has the ability to communicate with people as a requisite skill of their job -They also take on new roles such as team leader, action researcher, Principals of outstanding curriculum developer, and in-house schools "listened well to trainer (Boles & Troen, 1992). parents, teachers, and pupils"

For: Teacher Empowerment

One-to-one communication with teachers and listening to others, were facilitative in implementing change at these teachers' schools.

For: Teacher Empowerment For: Administrative Management

Proactive superintendents confront rather than avoid, anticipate instead of react to situations and circumstances

-They also take on new roles as Proactive principals not merely than avoid, anticipate instead of did react to situations andsuch circumstances accept all the rules and customs of their team leader, action researcher, schools or districts; they always tested curriculum developer, and in-house "the limits in an effort to change things trainer (Boles & Troen, 1992). that no one else believes can be changed"

For: Teacher Empowerment

Teacher leaders were in positions created to provide assistance in instructional methods intended to improve teachers' effectiveness. --proactively conceptualized and organized the position of teacher leader in the district ---tailored the role to better match her knowledge and skills to perform the functions of the teacher leader position

For: Teacher Empowerment For: Administrative Management

Effective school administrators value their co-workers' efforts and contributions
-They also take on new roles such as -teachers' instructional methods team leader, action researcher, -providing non-evaluative comments curriculum developer, and in-house on instructional practices, trainer (Boles & Troen, 1992). -protecting teachers' time and efforts from non- instructional tasks

For: Teacher Empowerment

Teacher leaders valued the human resources of their peers. Team approaches to instruction and the three teacher roles of their staff development program 1. teacher/researcher, 2. teacher/trainer, 3. Teacher/curriculum writer

Leaders of educational change respond to the human as well as the task aspects of their schools and districts. "Effective change requires skilled leadership that can integrate the soft human elements with hard business actions"

EFA-The Philippine Education For All (EFA) 2015 is a vision and a holistic program of reforms that aims at improving the quality of basic education for every Filipino by 2015

SBM School Based Management

School-based management (SBM) is the decentralization of levels of authority to the school level. Responsibility and decisionmaking over school operations is transferred to principals, teachers, parents, sometimes students, and other school community members. The school-level actors, however, have to conform to, or operate, within a set of centrally determined policies.

SBM School Based Management

Dimension 1 - SCHOOL LEADERSHIP Dimension 2 - INTERNAL STAKEHOLDERS Dimension 3 - EXTERNAL STAKEHOLDER Dimension 4 - SCHOOL IMPROVEMENT PROCESS Dimension 5 - SCHOOL BASED RESOURCES Dimension 6 - SCHOOL PERFORMANCE

The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.- Tom Bodett quotes