In addition to teacher leadership positions, school administrators also identify non-teacher leadership positions in different areas of a school. School administrators nee
In addition to teacher leadership positions, school administrators also identify non-teacher leadership positions in different areas of a school. School administrators need to establish criteria that align with district personnel policies and practices by which to both select and monitor the success of the leadership team members they have chosen. When determining the criteria, administrators should also consider the current school climate and culture to keep and work to sustain a positive school culture.
In preparation for this assignment, refer to the list of non-administrator/non-instructional leadership positions generated in the Topic 1 organizational chart. You are a principal and have been asked to implement a new policy for filling these non-administrative/non-instructional leadership positions occupied by teachers, staff, and other stakeholders.
Write a 250-500 word narrative identifying a protocol for the annual selection process that includes:
- Objectives, measurable criteria used to assess applicants for any non-administrative/non-instructional positions.
- Protocol to ensure an unyielding commitment to the positive school culture including staff morale, shared leadership, collaboration, trust, and a student-centered environment is supported.
- Strategies for promoting effective team/group dynamics in the newly developed process.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
The Shared Leadership Initiative – Rubric
Measurable Criteria 17.5 points
Criteria Description
Measurable Criteria
5. Target 17.5 points
Narrative proficiently identifies objectives, measurable criteria used to assess
applicants for any non-administrative or non-instructional positions.
4. Acceptable 15.23 points
Narrative clearly identifies objectives, measurable criteria used to assess applicants
for any non-administrative or non-instructional positions.
3. Approaching 12.95 points
Narrative ambiguously identifies objectives, measurable criteria used to assess
applicants for any non-administrative or non-instructional positions.
2. Insufficient 12.08 points
Narrative inadequately identifies objectives, measurable criteria used to assess
applicants for any non-administrative or non-instructional positions.
1. No Submission 0 points
Not addressed.
Protocol 17.5 points
Criteria Description
Protocol
5. Target 17.5 points
Narrative thoroughly includes protocol to ensure an unyielding commitment to the
positive school culture including staff morale, shared leadership, collaboration,
trust, and a student-centered environment is supported.
4. Acceptable 15.23 points
Collapse All
Narrative logically includes protocol to ensure an unyielding commitment to the
positive school culture including staff morale, shared leadership, collaboration,
trust, and a student-centered environment is supported.
3. Approaching 12.95 points
Narrative weakly includes protocol to ensure an unyielding commitment to the
positive school culture including staff morale, shared leadership, collaboration,
trust, and a student-centered environment is supported.
2. Insufficient 12.08 points
Narrative incorrectly includes protocol to ensure an unyielding commitment to the
positive school culture including staff morale, shared leadership, collaboration,
trust, and a student-centered environment is supported.
Strategies 21 points
Criteria Description
Strategies
5. Target 21 points
Narrative proficiently includes realistic strategies for promoting effective
team/group dynamics in the newly developed process.
4. Acceptable 18.27 points
Narrative directly includes suitable strategies for promoting effective team/group
dynamics in the newly developed process.
3. Approaching 15.54 points
Narrative unclearly includes vague strategies for promoting effective team/group
dynamics in the newly developed process.
2. Insufficient 14.49 points
Narrative poorly includes inappropriate strategies for promoting effective
team/group dynamics in the newly developed process.
1. No Submission 0 points
Organization 7 points
Criteria Description
Organization
5. Target 7 points
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. The summary is within the
required word count.
4. Acceptable 6.09 points
The content is logically organized. The ideas presented relate to each other. The
content provides the audience with a clear sense of the main idea. The summary is
within a reasonable range of the required word count.
3. Approaching 5.18 points
The content is not adequately organized even though it provides the audience with
a sense of the main idea. The summary may not be within a reasonable range of the
required word count.
2. Insufficient 4.83 points
An attempt is made to organize the content, but the sequence is indiscernible. The
ideas presented are compartmentalized and may not relate to each other; or the
summary is widely outside of the required word count.
Mechanics of Writing 7 points
Criteria Description
includes spelling, punctuation, grammar, and language use
5. Target 7 points
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.
4. Acceptable 6.09 points
Submission includes some mechanical errors, but they do not hinder
comprehension. A variety of effective sentence structures are used, as well as some
practice and content-related language.
3. Approaching 5.18 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in
language choice (register) and/or word choice are present.
2. Insufficient 4.83 points
Surface errors are pervasive enough that they impede communication of meaning.
Inappropriate word choice or sentence construction are used.
1 No Submission 0 points Total 70 points
,
2
Identifying Leader Positions
Darius Washington
Grand Canyon University
EAD 533
Professor Bebee
January 28, 2023
A principal can support the school's vision by assigning or identifying leadership responsibilities to individuals who possess the skills and dispositions that align with the school's mission and goals. By providing opportunities for teachers and staff to take on leadership roles, the principal is promoting a culture of collaboration and shared decision-making, which can lead to increased ownership and buy-in from the school community (Oplustic, 2020). Additionally, by assigning leadership responsibilities to individuals who possess the appropriate dispositions, such as a strong work ethic, positive attitude, and a commitment to student success, the principal can model and promote these dispositions throughout the school. Furthermore, by providing opportunities for teachers and staff to take on leadership roles, the principal is promoting a culture of learning and growth, which can lead to increased student achievement.
Assigning leadership responsibilities carefully and thoughtfully is important to ensure a positive school environment and learning culture because it ensures that the individuals selected for leadership roles possess the necessary skills, knowledge and dispositions to effectively carry out their responsibilities. Failure to select individuals carefully can be detrimental to the environment and learning culture in a number of ways. For example, if an individual who is selected for a leadership role does not possess the necessary skills or dispositions to carry out their responsibilities, it can lead to ineffective leadership and a lack of progress towards achieving the school's goals. Furthermore, if the individual selected for a leadership role is not a positive role model, they can negatively impact the school's culture and morale (Watson-Vandiver & Wiggan, 2020). For example, if an individual who is selected as a department chair and is not well-versed in curriculum development, it can lead to ineffective instruction, low student achievement, and frustration among the teachers. Additionally, if the individual selected as the department chair is not a positive role model, they may not be able to inspire and lead the teachers in a way that promotes a culture of excellence and a positive learning environment.
References
Oplustic, S. Y. (2020). Role of a Principal Supervisor in Fostering Principal Development to Support Instructional Improvement and a Positive School Climate – ProQuest. Www.proquest.com. https://search.proquest.com/openview/3076fcf59247a84a6cc259544da55e17/1?pq-origsite=gscholar&cbl=18750&diss=y
Watson-Vandiver, M. J., & Wiggan, G. (2020). An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care. Journal of Education, 201(2), 96–115. https://doi.org/10.1177/0022057420904376
Instructional and non-instructional leadership positions
Lead Teacher
Literacy Coach
Attributes
Strong knowledge of content area
Ability to lead and mentor other teachers
Ability to work collaboratively with colleagues and administrators.
Attributes
Safety Coordinator
Attributes
Expertise in literacy instruction
Ability to provide professional development
Parent-Teacher Organization (PTO) President
Technology Coach
Strong communication
Collaboration skills.
Attributes
Strong knowledge of technology tools and resources
Ability to provide professional development
Strong communication
Strong collaboration skills
Attributes
Strong leadership and organizational skills
Ability to work effectively with parents and other stakeholders
Excellent communication skills
Strong knowledge of safety protocols and procedures
Ability to work effectively with school administration and first responders,
Strong communication
Strong collaboration skills.
Counselor
Attributes
Strong knowledge of child development
Ability to provide individual and group counseling
Strong communication and
Strong collaboration skills
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