Educational Leadership: School Building Leader

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Home > Mission, Vision & Core Values

Mission, Vision & Core Values

Facilitating development, articulation, implementation & stewardship of a share vision of learning
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Reflection

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When going in to a new school, it is important for school leaders to take the time to learn the culture of the school first.

Then, they can learn what issues, variables, needs, and factors are already in place.

Following this step, it is important to facilitate open discussion in order to create shared meaning and vision.

Collaborating with and empowering school faculty and staff will increase buy-in for change, thus leading to more sustainable and successful school initiatives.

 

In order for a culture of open discussion to exist, the school leader must:

  • practice engaged listening skills
  • allow people to feel safe to share their opposing views
  • be appreciative and open
NY- Educational Leadership Standards
Requirement Area 52.21(c)(2): School Building Leader. Specific requirements for programs preparing candidates for the initial certificate as a school building leader (principal, housemaster, supervisor, department chair, assistant principal, coordinator, unit head, and any other person serving more than 10 periods per week of the assignment in an administrative or supervisory position, except school district leader or school district business leader).
Requirement iv: Content requirements.* Programs shall require candidates to complete studies sufficient to demonstrate, upon program completion, the knowledge and skills necessary to perform the following:
Indicator b: Collaboratively identify goals and objectives for achieving the educational vision, seeking and valuing diverse perspectives and alternative points of view, and building understanding through direct and precise questioning;

Evidence

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At The British International School of New York, the school in which I interned, I improved the school’s appraisal policy by first conducting a field study of formal and informal interviews and observations held with the school’s administrators and teachers in order to identify a continuous challenge of professional practice with which the school is struggling.  Then, I outlined a plan of action to address that challenge, presenting best-practice techniques to school leaders.  Finally, I conducted follow-up interviews with the school's leaders on the information I had provided, learning that it was leading to a revised approach to teacher supervision and evaluation.
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  1. Collaboration at The British International School of New York Collaboration at The British International School of New York
Author: Jaclyn Jones
Last modified: 1/8/2013 1:35 AM (EST)