Post a very short replies to two students posts about the same topic I wrote a post about it

there is no words limit but it is about 50 to 60 words or more

The question:

Many of you stated in our class discussions that strong administrative leadership is imperative in recruiting and retaining highly qualfied and effective teachers. Also, strong administrative leadership is important in enhancing students academic achievement.

The Wallace Foundation. (February, 2013) District Matters: Cultivating the Principals that Urban Districts Need.

http://www.wallacefoundation.org/knowledge-center/Documents/Districts-Matter-Cultivating-the-Principals-Urban-Schools-Need.pdf

My work :

The article focuses on leadership improvement from the district level. Point of focus is in having good, effective principals leading various schools. It emphasizes the importance of having the right kind of person leading a school. A good principal is equal to a successful school.

Getting the right principal for a school begins at the hiring level. This is in turn governed by the quality of recruitment process. A clear job description should guide principle hiring. These means there will be search for candidate who meet some particular criteria. Effective principals are made at the training stage. Candidates should have been exposed to situations in which they were forced to prioritize and manage the many responsibilities that an average principal juggles every day. This is a more practical way as opposed to asking candidates questions which they can easily formulate answers.

Principals already at work should also be supported. This involves a number of ways. In previous works, focus was on teacher evaluation which is mainly carried out by the principle. Therefore, in this case, principals can also be evaluated to assess their performance and abilities. Action is then taken depending on someone’s performance. Some principals may only need mentorship while others may require more vigorous actions.

Another way of improving school performance at district level is assigning the best principals to the poorest schools; those with undesirable performance. The logic behind this is that, a good principal will attract good teachers who will in turn boost student’s performance. They will also help the existing teachers to improve their skills. A principal is basically a driver to a getting a school to do well. This has been demonstrated in many districts to be effective.

Every district should focus in investing in good leadership in schools. Quality education is one of the main priorities of any government. Recently United States has moved from No Child Left behind Act to Every Student Succeeds Act in order to facilitate improvement in poorly performing schools. Financial investment is part of making this possible. I believed that investing in better school leadership could make economic sense. Effective principals can boost instruction and student achievement. Economically good leadership is also magnet for drawing talented teachers to high-needs schools. “

The first student :

The article describes the actions that districts takes to ensure that leadership supports the development and the retention of school teachers, through the presentation of three specific points:

• Successful schools, leadership and authority are not the sole responsibility of one specific entity within the schoolhouse instead the best schools are constantly improving and making changes to their existing practices.
• Leadership actions are interdependent and cannot function in isolation or they will fail.
• Data systems, high quality mentoring systems to new educators and assigning the appropriate district staff to work with school and their leaders involve cost, decision making and can make circumstances tough when school systems face budget issues and policy changes.

However when districts have well-crafted strategic plan then no matter the circumstances that will arise, their systems can withstand and maintain order for the benefit of the students. Districts can accomplish this by (1) creating clear job requirements detailing what principals and assistant principals must know and do, (2) ensuring high-quality training for aspiring leaders, (3) developing more selective hiring procedures, and (4) using well-crafted evaluations to identify the needs of principals and ongoing support to address them.

The second Student:

Cultivating the Principals Urban Schools Need

Many of the findings in the journal article were recognizable because of our studies in Human Resource Management. However, reading about the importance of through training for aspiring school leaders put academic success in perspective. It confirmed the preconceived notion that school leaders determine the success of students. The quote, “To date, we have not found a single case of a school improving its student achievement record in the absence of talented leadership” is evidence that there can be successful schools in any community. Therefore, it is imperative to place effective leaders in districts that serve students with complex needs. This thought lead to my wonder: What differs from the recruitment process for urban schools than the recruitment process in well-served communities? Additionally, can changing the way districts approach recruiting school leaders help close the achievement gap? Although I recognize a need for a comprehensive vetting process, I’m weary of the steps that have been taking in the various cities across the U.S mentioned in the article. For example: Some areas have chosen to give priority to prospective leaders that have graduated from specific Universities. I wonder if this process will exclude potentially effective principals who are unable to afford sought out universities or programs. If so, this may weaken the multicultural education efforts to increase cultural competency in schools. Overall, I’m in agreeance with the current push to increase the effectiveness of school leaders, and am excited to join the ranks with the company of my colleagues. As Dr. Arrington said, “Successful leaders always lead with scholar’s best interest in mind.” Better leaders help shape better scholars.

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