How does the school climate affect student achievement? You might be surprised at some of the findings. Across the country, scores of principals are replaced on a yearly basis because their schools are not performing. I am sure the majority of these individuals would like to keep their jobs. It indeed does take a village to raise a child, but it also takes a village to run a school. Many principals are promoted to other positions because of their ability to effectively run a school.
Principals are placed at schools at different times during the school year, but the majority of principals start a new year with their school. Most start at the end of May or the first week of June. It is important to note that there are many factors that cause principals to be ineffective. Some have to deal with the situation that they are placed in. Others deal with the leadership style of the principal. One would have to agree that community support and involvement at a school will indeed help a school to become effective. How can a principal come in hitting the ground running and be truly effective? Principals must participate in shared leadership of running the school. In most cases, many of the staff members in the school have just as much experience as the principal. This would lead one to believe that they have plenty of knowledge regarding student achievement. Therefore, principals usually have their most effective teachers as teacher leaders if the teacher is willing to serve.
There are so many components to school effectiveness. An astute principal will survey a school staff at the start of the year thus identifying strengths, weaknesses, and relationships of the staff. Of course, no one is asking a principal to hand over leadership to their teachers. However, the perception of shared leadership is a great motivator for teachers and a segway for improved student achievement. We do live in a world where many of the teachers being managed are working on educational leadership degrees. However, priorities do change for some teachers and that may no longer be the case. That teacher is still a vital resource of knowledge in various areas and is a part of the climate created at the school. School climate is best described as the atmosphere created in the school. How does the teacher feel coming to work? How do students feel about attending school? How do parents feel about visiting the school? School climate is also tricky. A principal sometimes will not always know when the school climate is an issue because they are no longer a teacher. That is why education organizations, the government, and others constantly survey leadership, teachers, students, and parents.
School leaders take a look at my dissertation below to gain more insight into teacher perceptions in school and how it relates to student achievement. Consider some school climate initiatives to make the school environment more conducive to student learning. Most importantly, involve those in the surrounding community with your school. You might be surprised at how effective it will be.
An Analysis of the Relationship Between Teacher Perception of Community Support and Involvement in Their Schools and Students Rates of Attendance, Graduation, and Academic Proficiency
Principals are placed at schools at different times during the school year, but the majority of principals start a new year with their school. Most start at the end of May or the first week of June. It is important to note that there are many factors that cause principals to be ineffective. Some have to deal with the situation that they are placed in. Others deal with the leadership style of the principal. One would have to agree that community support and involvement at a school will indeed help a school to become effective. How can a principal come in hitting the ground running and be truly effective? Principals must participate in shared leadership of running the school. In most cases, many of the staff members in the school have just as much experience as the principal. This would lead one to believe that they have plenty of knowledge regarding student achievement. Therefore, principals usually have their most effective teachers as teacher leaders if the teacher is willing to serve.
There are so many components to school effectiveness. An astute principal will survey a school staff at the start of the year thus identifying strengths, weaknesses, and relationships of the staff. Of course, no one is asking a principal to hand over leadership to their teachers. However, the perception of shared leadership is a great motivator for teachers and a segway for improved student achievement. We do live in a world where many of the teachers being managed are working on educational leadership degrees. However, priorities do change for some teachers and that may no longer be the case. That teacher is still a vital resource of knowledge in various areas and is a part of the climate created at the school. School climate is best described as the atmosphere created in the school. How does the teacher feel coming to work? How do students feel about attending school? How do parents feel about visiting the school? School climate is also tricky. A principal sometimes will not always know when the school climate is an issue because they are no longer a teacher. That is why education organizations, the government, and others constantly survey leadership, teachers, students, and parents.
School leaders take a look at my dissertation below to gain more insight into teacher perceptions in school and how it relates to student achievement. Consider some school climate initiatives to make the school environment more conducive to student learning. Most importantly, involve those in the surrounding community with your school. You might be surprised at how effective it will be.
An Analysis of the Relationship Between Teacher Perception of Community Support and Involvement in Their Schools and Students Rates of Attendance, Graduation, and Academic Proficiency
