Title
Running Head: PRINCIPAL LEADERSHIP AND DISTRICT POLICY 1
PRINCIPAL LEADERSHIP AND DISTRICT POLICY 4
Principal Leadership and District Policy
Jolene Williams
GCU EAD-505
01/08/2020
Principal Leadership and District Policy
Summary
One of the factors that determine how well a school performs is its organization and the depth to which the stakeholders understand and play their roles. This paper is a summary of two interviews conducted, one at Northridge Elementary School on the subject of day-to-day Principal Leadership, and one at the Alpine School District on the subject of District Policy. The first interview was held on January 6, 2020, the interviewee being Craig Jensen, the Director of Human Resources of Alpine School District. This interviewee stated that his role, generally, is to supervise and advise the district on strategic issues like staffing, compensation, training and development, and benefits (Jensen, 2020). As a leader, he must also ensure the development of a culture in which employees perform in line with the objectives of the school. Mr. Jensen stated that district policies are made and updated if and when the need arises. The School Board meets in each April of every year to officially review, formulate, and update any school policy (Policies by Category, 2020).
The second interview, conducted on January 7, 2020, with John LaBare as the interviewee, was to find out the duties and functions of an Elementary School principal. Each day at the school is as unique as a snowflake according to Mr. LaBare (2020). The primary function of the principal is to cultivate and execute a collective vision of quality education for the academic achievement and welfare of all students. Being the pillar of the school, the principal is expected to show adeptness and honor in every aspect: relationships, decision-making, cultural awareness, and professionalism. He is supposed to show support for curriculum and instruction and empower all stakeholders, including teachers, staff, students, parents, PTA, and the overall community to work towards improving each student (Northridge Elementary Parent & Student Handbook, 2019). In short, he is supposed to hold the school together and ensure improvement in every domain.
In light of the outcomes of these interviews, and in adherence to the Professional Standards for Educational Leaders Standard 9 (Reston, 2015), I have a conviction that the knowledge so far gained will help nurture my skills as a future educational leader. It will help me in the efficient management of school functions and resources to ensure the academic achievement and welfare of each student. This knowledge will assist me, in future practice, to manage the schools resources strategically, professionally, responsibly, and ethically. In summary, this knowledge will help guide me in the future duties that will promote the achievement of my personal career goals within the scope of my field of expertise.
References
LaBare, J. (2020, January 7). Personal interview.
Jensen, C. (2020, January 6). Personal interview.
Northridge Elementary Parent & Student Handbook. (2019). Retrieved from https://northridge.alpineschools.org/parentsstudents/.
Policies by Category. (2020). Retrieved from https://alpineschools.org/policy/policies-by-category/.
Reston, V.A. (2015). National Policy Board for Educational Administration. Professional Standards for Educational Leaders. Religious Expression Case Analysis and Rationale
The principal will undoubtedly encounter situations relating to how students, and sometimes staff, practice or interpret religious expression on the school campus. It is imperative that the principal has a solid understanding of peoples religious rights in public school settings to correctly address legal concerns.
Read Case 13 in book: A Framework for School Leaders: Linking Standards to Practice by John Holloway and Karen Hessel (2001, Paperback) Chapter 13: The Bible and Ms. Wright
Laurel Palm Middle School has been recognized for its high percentage of students attending 4-yr universities following graduation. It was considered a model school.
Problem: Ms. Eleanor Avery, the principal creates an environment where innovative programs are supported. She served over a decade as a school administrator. She formed a school site committee that has charge with developing new curriculum programs. One of the parents, Ms. Beckel, on the committee suggested a religious studies course to be added to the current curriculum program. Others have been added to various campuses throughout the state. Ms. Kassidy, teacher, also served on the committee. This program proposal recommended a textbook list which included the Bible as part of the religious studies course. Prior to the school site meeting where the new religious studies curriculum program would be formally presented, Ms. Beckel invited her neighbor, Ms. Wright, to her home for coffee. During the visit, Ms.Beckel told Ms. Wright about the upcoming plans to present the religious studies curriculum including using the Bible as one of the texts for the course. Ms. Wright left the home, and said, You have not heard the end of this. The following week at the school site meeting, Ms. Beckel and Ms. Kassidy presented the religious studies curriculum to the program. Ms. Avery, the principal, accepted the proposal and planned on presenting the proposal the next school board meeting. Upon arriving at the school board meeting, there to greet them were the local media, and Ms. Wright waving a sign, Separate church from state. Assume you are the principal, what would you have done? Do you believe Ms. Wright has the right to her opinion? Why or why not? What would you have done at the board meeting when met by the media? Do you believe as school principal that you should have informed the superintendent? What could you have done to avoid this scene? What precautions if any, would have discouraged the media from attending. Research the subject of separation of church and state as it applies to school curricula and write a POSITION PAPER to support or reject the use of the Bible in school as a reference text for a religious studies course. Be prepared to defend your position.
Using the Case Analysis Template, address each step of the decisionmaking model to render a decision for Case 13:
Religious Expression Case Analysis and Rationale Template
Part 1: Case Analysis Questions:
1. Brief summary of the case:
2. Identify the issues to be resolved:
3. Stakeholders involved in the issues:
4. One or two existing laws or court rulings that relate to the issues:
5. District policies that relate to the issues:
6. Possible solutions to the issues:
7. The solution you choose to resolve the issues:
8. Action steps (2-5) for implementing your solution, including a timeline for each step:
9. Potential moral and legal consequences of the solution:
Part 2: Rationale
Support the case analysis with a 750-word rationale explaining the solution you chose and why.
Include how that solution:
Supports the schools vision and missionand safeguards the values of democracy, equity, and diversity.
Promotes social justice and ensures that individual student needs inform all aspects of schooling.
Promotes collaboration, trust, learning, and high expectations.
Cite the case and any other source documents as appropriate.
APA style format is required for the body of this assignment, solid academic writing is expected, and PSEL (Professional Standards for Educational Leaders) should be referenced using APA documentation guidelines
npbea.org wp-content uploads 2017/06 Professional-Standards-for-Educational-Leaders
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
1. Case analysis template questions 1-3 (10): Analysis skillfully and convincingly summarizes the case, identifies the issues to be resolved, and identifies the stakeholders involved in the issues.
2. Case analysis questions 4-5(10): Identifies compelling existing laws or court rulings and district policies related to the issues.
3. Case analysis questions 6-8(20): Identifies exceptional possible solutions to the issues and insightfully selects the ideal solutions. Action steps and timeline are thoughtful and realistic.
4. Case analysis question 9(10): Moral and legal consequences of proposed solutions are thorough and proficiently explained.
5. Rationale (30): compellingly explains how the proposed solutions support the schools vision and mission while safeguarding the values of democracy, equity, and diversity within the school; skillfully promote social justice and ensure that individual student needs inform all aspects of schooling; and promote collaboration, trust, learning, and high expectations.
6. Organization (5): The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
7. Document Sources (5): are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
8. Mechanics (10): Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
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