As school instructional leader, the principal, I stand in service of the education of students, staff, and community. As I endeavor on a journey of self-discovery and maturation, my deliberate choices contribute directly to the growth of all involved. In that light there are three non-negotiables that would support my integrity as school leader, my sense of solidity and moral being: being kind with your words, honesty, and reinforcement of purposeful community.
When a child comes to school, she aims to please the adults in charge and in giving her attention to the teacher listens to what he says, and believes him. The accumulation of all this knowledge, this amalgamation of facts and opinions delivered and perceived as truth, contributes to the child’s sense of self. The belief is where the heavy responsibility lies; the words have weighty consequences. Criticizing a behavior is acceptable, however attacking a person for who they are, an inherent quality that they cannot change, diminishes the individual and renders them less likely to take on the benefits of the school program. It makes them less than before they came to school, and cannot be tolerated. Dishonesty by definition strikes down trust, without which inevitably there can be no calm and order. If the environment and culture is one lacking in trust, then neither students nor adults on campus will be able to reliably predict outcomes; this instability cannot contribute to an institution of learning. Additionally, a culture of distrust breeds suspicion, which slows everything down as stakeholders hesitate and second-guess ulterior motives. They take great pains to document, in order to cover themselves from blame and question. Lastly, a school without a culture of trust is not a place where students, staff or community members want to spend time -- they will leave as soon as possible, invalidating the school mission. The intersection of collective efficacy, resources, outcomes that matter, and agreed-upon processes is purposeful community. (Green, 2016). Actions in opposition of those factors undermines the whole point of working towards student achievement. Deciding not to use an asset, like a working tablet, because a teacher has not yet committed to the new technology, reduces the chance of hitting a learning goal. Choosing not to observe security procedures by leaving campus without signing out a child, puts student safely at risk. Student learning is again compromised. Being constructive with words, trustworthy, and supportive of a purposeful community are imperatives. References Green, R. L. (2016). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. NY, NY: Pearson. Ruiz, M., & Mills, J. (2004). The voice of knowledge: A practical guide to inner peace. San Rafael, CA: Amber-Allen Publishing.
1 Comment
Ian Pumpian
11/30/2016 03:26:53 pm
These sections read well, nice. However, I think you need to state your nonnegoitables more clearly and use those some styatments to lead into each paragrapgh. I dont think your nonnegotiable is "cruelty through words." I think you meant to write your nonnegotiable is not tolerating cruelty through words.
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