Leadership Structure of Middle District School

Published: 2019-06-25 04:49:15
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The leadership structure of district schools is organized in such a way that it reflects on the students achievements. Superintendent is the head of education at the District level. His work is to oversight the functions of all the schools, middle and high schools in the region. He delegates his roles to the assistant superintendent who ensures that the school heads execute the orders given by the superintendent (Copland, 2003). The assistant superintendent is trained to be able to handle the roles of the superintendent in case of his absence.

The Board of Education outlines the policies, the required school structure, roles of the school administrators in ensuring improved performance and issuing of important dates such as opening and closing dates (Copland, 2003). They subdivide their roles to the various district committees. Some of the district committees include calendar committee, school business committee, school advisory committee and finance, and audit committee. The Board of Governors handles all the internal issues that keep the school running. They decide on the size of the staff, the school principal needed and important dates of the school in question. These dates may include graduation, prayer, and tuition dates.

The principal handles all the day-to-day running activities of the school. He/she acts as the secretary to the board of governors meetings. Therefore, he/she is responsible for the agenda to be discussed in all the meetings (Halverson et al., 2007). The principal takes key responsibilities and risks of ensuring the students have academic success, improving the schools leadership through close monitoring of the classroom teachers, and managing the staff, activities and processes related to the school performance.

The deputy principal and the senior teacher are charged with the maintenance of good discipline among the students in the school. They ensure that the strict rules and regulation that the school outlines are adhered to and that the students waste no time at all cost (Halverson et al., 2007). The Heads of Departments ensure that the timetables are up to date with the tests dates clearly set and made public to the whole school. Also, they come up with teaching timetables that reflect the intensity of every subject; the most difficult subjects tend to appear many times in the timetable.

Our science unit is affected positively by numerous contests and symposiums that we participate in through our students on a monthly basis. We engage with schools whose performances are above ours that expose the students to more realistic challenges. These challenges prompt the learners to work even harder in their science majors so as to compete fearlessly. The school relies heavily on science and mathematics performance since these are the technical areas where the students get many problems (Spillane et al., 2002).

Our unit has come up with various projects and shows that the students are encouraged to participate in. The students involvements in these projects enlighten them on the important aspect of practical work in the contemporary society (Spillane et al., 2002). Learners are also assisted one on one through teachers exchange programs where tutors from exemplary schools are invited to give brief lectures on areas that are considered technical by the students. Through this, the students get to have different tastes and style of teaching which increases their chances of grasping the required information.


Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational evaluation and policy analysis, 25(4), 375-395.

Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159.

National Middle School Association. (2003). this we believe: Successful schools for young adolescents: A position paper of the National Middle School Association. National Middle School Association.

Spillane, J. P., Diamond, J. B., Burch, P., Hallett, T., Jita, L., & Zoltners, J. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731-762.


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