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. The superintendent can be coercive since he/she is free to use any means possible to ensure the schools produce desirable results. 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). It is the reference body in case of any major changes in the structure of school management and syllabus. It subdivides its roles to various district committees which act as the legitimate experts in the specific areas that keep district schools running. 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 oversees the activities handled by classroom teachers and manages the entire school. He rewards the hardworking staff members and exemplary students.
Who has access to agendas, control over information, knowledge of procedures, ability to cope with uncertainty?
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 performance level of the students are constantly changing thus giving rise to the high uncertainty in maintenance of exemplary performance. The school principal ensures that the school community is capable of coping with these changes thus facilitating the chances of the students excellence through communitys support.
Describe the power coalitions and alliances affecting your unit.
Our science unit is affected positively by numerous power collisions with other schools through contests and symposiums that we participate in 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).
How does your unit attempt to influence other units and create upward influence in organization?
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). The involvement of the students in these projects fosters leadership roles in them and in turn promotes good leadership ability starting from class representatives, student council and to the rest of the school management. 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. This approach promotes transparent leadership with the main aim being the excellence of the students.
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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