One of the most critical components when it comes to effective management in schools is the ability to create a system that supports a culture of collaboration, quality instruction and continual learning. When I walk into a classroom and immediately notice that students are engaged, self-motivated, self-directed and taking ownership in their own learning process, I contribute it to effective management. If I ask how the teacher was able to create such a driven culture, the answer is in the establishment of effective structures and routines. At the school level, it is often the schedule that determines whether or not we provide the kind of structure for teachers that fosters their engagement, inspires their motivation and gives them the freedom to be who they are and truly teach to the best of their ability.
Effective management supports a culture of collaboration in which teachers have ample time to analyze data, discuss and reflect on current practices, and focus on quality instruction and student learning. Kohm and Nance (2007) say, “In collaborative cultures, teachers' individual and collective behavior enables them to maintain a consistent focus on student learning and exercise the flexibility they need to grow and change.” The building schedule must emphasize the importance of collaboration by making it a priority.
An effective building schedule not only allows for collaboration, but also makes the best use of instructional time. Through the scheduling process we can reduce instructional fragmentation, improve discipline, and provide purposeful opportunities for extended learning enrichment. An endeavor as important as the allocation of time requires both teacher input and participation. “When teachers are regular participants in decisions that affect their students and have many opportunities to collaborate with colleagues, their energy levels, capacity for creative thinking, efficiency, and goodwill increase” (Kohm and Nance, 2007). When teachers know that their voices have been heard, they take ownership in the decisions that are made and have less negative things to say when those decisions become plans that turn into practice.
Especially when our decisions involve change, it is essential that all parties influenced participate in the process. In Leading for Equity, the authors state, “Without the buy-in and support of an entire organization and the people it serves (parents and children), change will not take place. If teachers feel genuine involvement with their task and feel a sense of ownership and accountability, change will occur” (Childress, et. al., 2009). We must always keep in mind who it is that we serve and that improved student learning is the desired outcome of every decision we make. Bolman and Deal (2013) suggest that, “the quality of your judgments depends on the information you have at hand.” That means, as leaders, we must know our community, our teachers, and especially our students in order to devise a schedule that best suits the needs of our unique population.
As a leader, I understand that many are and will be affected by my decisions. I also know my own limitations and therefore make it a priority to surround myself with others who can provide input and support in the areas that I need it most. The extent to which I value collaboration will always be evident, not only in the structures, schedules and routines I create, but also in my own transparency and the way in which I demonstrate my need for others in every decision I make, especially when considering the community, teachers and students and I serve.
REFERENCES
Bolman, L.G. & Deal, T.E. (2013). Reframing Organizations; Artistry, Choice, and Leadership. San Francisco, CA: Jossey-Bass
Childress, S., Doyle, D., and Thomas, D. (2009) Leading for Equity: The Pursuit of Excellence in Montgomery County Public Schools. Cambridge, MA: Harvard Education Press.
Kohm, B. & Nance, B. (2007). Principals Who Learn: Asking the Right questions, Seeking the Best Solutions. Alexandria, VA: ASCD Publications.
Effective management supports a culture of collaboration in which teachers have ample time to analyze data, discuss and reflect on current practices, and focus on quality instruction and student learning. Kohm and Nance (2007) say, “In collaborative cultures, teachers' individual and collective behavior enables them to maintain a consistent focus on student learning and exercise the flexibility they need to grow and change.” The building schedule must emphasize the importance of collaboration by making it a priority.
An effective building schedule not only allows for collaboration, but also makes the best use of instructional time. Through the scheduling process we can reduce instructional fragmentation, improve discipline, and provide purposeful opportunities for extended learning enrichment. An endeavor as important as the allocation of time requires both teacher input and participation. “When teachers are regular participants in decisions that affect their students and have many opportunities to collaborate with colleagues, their energy levels, capacity for creative thinking, efficiency, and goodwill increase” (Kohm and Nance, 2007). When teachers know that their voices have been heard, they take ownership in the decisions that are made and have less negative things to say when those decisions become plans that turn into practice.
Especially when our decisions involve change, it is essential that all parties influenced participate in the process. In Leading for Equity, the authors state, “Without the buy-in and support of an entire organization and the people it serves (parents and children), change will not take place. If teachers feel genuine involvement with their task and feel a sense of ownership and accountability, change will occur” (Childress, et. al., 2009). We must always keep in mind who it is that we serve and that improved student learning is the desired outcome of every decision we make. Bolman and Deal (2013) suggest that, “the quality of your judgments depends on the information you have at hand.” That means, as leaders, we must know our community, our teachers, and especially our students in order to devise a schedule that best suits the needs of our unique population.
As a leader, I understand that many are and will be affected by my decisions. I also know my own limitations and therefore make it a priority to surround myself with others who can provide input and support in the areas that I need it most. The extent to which I value collaboration will always be evident, not only in the structures, schedules and routines I create, but also in my own transparency and the way in which I demonstrate my need for others in every decision I make, especially when considering the community, teachers and students and I serve.
REFERENCES
Bolman, L.G. & Deal, T.E. (2013). Reframing Organizations; Artistry, Choice, and Leadership. San Francisco, CA: Jossey-Bass
Childress, S., Doyle, D., and Thomas, D. (2009) Leading for Equity: The Pursuit of Excellence in Montgomery County Public Schools. Cambridge, MA: Harvard Education Press.
Kohm, B. & Nance, B. (2007). Principals Who Learn: Asking the Right questions, Seeking the Best Solutions. Alexandria, VA: ASCD Publications.