Projecting School Enrollment and Determining Staff Allocations – One of the roles of an administrator is to ensure that their building or enrollment is full. Fewer students mean less money and the need for fewer teachers. In order to be fiscally responsible, part of that determination is made by projecting enrollment numbers. Administrators need to be aware of local developments in the community. What things are happening that may cause an influx or a reduction in enrollment numbers. In addition to looking at the community, they can use cohorts to predict that most grades will remain the same as the year before, looking at first grade enrollment based on kindergarten and the number of births five years prior and finally, but knowing ahead of time the number of students being retained in certain grade levels. This goes for staffing as well. School leaders need to begin looking ahead of time at what teachers may not return due to retirement, resignation or termination. This along with the predictions regarding enrollment will help cutback on the possibilities of late hires or laid off teachers.
Skills of Effective Leaders – Leaders like teachers are often asked what their philosophy is or what kind of classroom management style do they have. I always feel this is a difficult question because any good teacher or leader is going to have different situations in which they exhibit different styles. Seyfarth lists nine skills that he believes good leaders exhibit. These skills are, assertiveness, interpersonal communication skills, persuasiveness, optimism, stability, calmness under pressure, well-organized, problem-solving ability and planning skills. I have found that I can use any one of these skills at different times of the day depending on a situation that arises. I also know that I have learned to surround myself with a team that compliments my strengths and fills in the gaps of my weaknesses. As long as a leader isn’t afraid to delegate some of their responsibilities, they can gain even more from these skills.
Administrative Leadership for Induction – A principal plays a key role in helping new teachers become settled in the building. They can do this by encouraging new teachers with support and an induction/mentoring program. How the administrator presents the program to new teachers makes a difference in how willing new teachers are to embrace the program and understand the purpose is to help them, not make them feel inferior or apprehensive about others watching them. Principals will be most successful in their programs if they remember to not overwhelm new teachers with unrealistic expectations, discipline problems or extra responsibilities. They also need to make sure they aren’t waiting to late to provide them with information that will be helpful for their instruction and ensure that feedback given to them is helpful in regards to improving their teaching.
Planning for Professional Development and Professional Development for Administrators and Support Personnel – In regards to being a staff specialist, principals need to take into account the types of programs that they will offer to staff, will it be centralized or decentralized. Professional development needs to be relevant to the staff and their needs. Cost is also a concern. Many times it could be funded through grant funds or foundation budget monies set aside or allocated for professional development, but principals need to make sure that they spend the money wisely using it on programs that are going to be the most beneficial since funds will be limited. Surveys are a key component of professional development in order to determine if staff needs were met and if they feel the need for follow up training or information. An administrator also wants to follow up with staff by looking for evidence that the information gleaned from the session is being implemented. If teachers aren’t using the information, they obviously don’t feel that the professional development was beneficial. Seyfarth addresses professional development needs of administrators as well. Interestingly, as a new leader when I probably need more, I have been getting less. I equate it to the mother that has limited money so she spends it on her children. I find myself using funds to send my staff to workshops or conferences that they would like to attend as opposed to using it for myself. I felt that it was selfish to do anything else. I am learning that it is anything but selfish, but instead helpful. If I don’t continue to grow myself as a leader, how can I continue to be successful at leading?
Models of Teacher Evaluation, State-Mandated Evaluation Systems and Evaluation of Principals – There are several models of evaluation discussed by Seyfarth. Those models are remediation model, goal setting model, portfolio model, student achievement model and peer assistance/review model. These models are a variety of formative or summative types of models. In looking at them in detail, I felt I was most familiar with the student achievement model. This is similar to one of the pieces that we use in our building for summative evaluations twice a year. There were other models that I felt I had either used in the past or implement partially now. The model I felt the least familiar with was the portfolio model. While it was considered to be a summative model, I felt it would be difficult to be subjective with this type of evaluation. I did like the idea of using it for vocational teachers where so much of what they do is creative and in need to documentation. That being said, I think that like students, many times the evaluations are not regarded as avenues for improvement but as a way to demonstrate whatever the evaluator is looking for in order to do well, whether it is suited to the teacher or not. In order to equalize teacher performance within the state, I believe that many more states will be moving to some sort of state mandated evaluation system. There becomes a concern or accountability and making sure that all teachers are being critiqued on the same scales. Teachers are not the only ones that need to be held accountable for the success of students. School leaders are in need of evaluation as well. Seyfarth examined an alternative route for evaluation outside of the traditional performance review with the 360-degree feedback.
Teacher Stress and Burnout – Teachers are experiencing more stress and burnout then ever before. There are several factors that could contribute to the stress levels that are tied to the different labels given to each kind of stress. Time stress, where teachers feel pressured to complete tasks in unrealistic time frames. Situational stress occurs when the teacher feels insufficient to cope with the demands of a situation. Perhaps the teacher is expected to teach content that they don’t feel adequately prepared to teach or there are too many demands placed on the teacher. Many times this type of stress can be avoided by ensuring that teachers are prepared for the job and that considerations of the stress of the job are thought about when making hiring decisions. Encounter stress occurs when a teacher has to deal with hostile or critical people. It seems that this is occurring more and more often in the schools with students as well as parents. Finally, anticipatory stress is the anticipation of a stressful event such as evaluations or awaiting the results of state assessments. Signs that teachers in the building may be stressed are excessive teacher absenteeism. This is a tricky effect then as absenteeism can lead to loss of student learning. These different stresses can eventually lead to teacher burnout. Seyfarth lists nine different strategies for principals to use to curb stress and prevent burnout. A common thread amongst them all is support.
Impact of Collective Bargaining – Collective bargaining is said to have had an effect on teacher salaries, instruction and principal power. For teacher salaries, the effect seems to be positive. Districts with collective bargaining have higher salaries, better benefits, and better working conditions with fewer students and more planning time. While it is difficult to say for sure, results of collective bargaining on instruction appear to be positive unless strikes are enacted and teachers are out of the classrooms. Therefore, in districts with collective bargaining principals need to do whatever they can to avoid strikes and if they do occur, they need to try and maintain normal practices that best that they can. Most principals feel that collective bargaining schools are beneficial as the teachers feel more security in their jobs and have a better sense of what is expected from them as responsibilities are clearly laid out.
Dismissal/Nonrenewal and Documenting Unsatisfactory Performance – There are several reasons that teachers may be dismissed from their roles or have a non-renewed contract. Some of those reasons being immoral behavior, insubordination, incompetency or conviction of a crime. Principals have said in the past that it can be almost impossible to remove a teacher from a position due to the protections of the union, though many employers use an at-will employment philosophy. Any teacher that is dismissed needs to be given the opportunity for due process. School leaders need to be proactive in this area by ensuring that they document all concerns about teachers. If parents complain, it should be noted. Notes of all evaluations and meeting providing feedback should also be kept.
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