Capstone Project Reflection

5

RESOURCES AND REFLECTIVE PAPER

Standards for School Executives: A Reflection

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Summary

With reference to the contemporary society, the perspective of school leadership has essentially changed. As a matter of fact, there is a new vision of school leadership whereby the role of the manager is not simply limited to the management of complex operations. Rather, it has extended to being able to create schools that are able to create systems that are adaptive to change. Critically important to point out is that these systems need to be founded on effective relationships founded on a common understanding on the purpose of the school. The following paper delves much deeper into this analysis, providing a reflection on collected data. The reflection will be exploratory, and will make reference to the North Carolina Standards for School Executives as approved by the State Board of Education – December 2006 and July 2011.

The school’s purpose is defined by two primary goals; creating citizens and producing workers. These Goals are in line with the needs of the 21st century where the market is waiting for effective citizens that are equally productive workers. Clearly, the standard of Strategic Leadership (STANDARD 1) is reflected in the purpose of the school. Specifically, the implication in this case is that the school is re-imagined as an educational institution that prepares students for an unpredictable future.

The fact that the school holds curriculum mapping in high regard is also an indication of Instructional Leadership (STANDARD 2). In essence, curriculum mapping aligns the school curriculum to the mission, vision and goals of the school. Therefore, the deduction that can be made is that the school leadership is knowledgeable of the best school practices that engage school work for students. The intuition here is that what is taught and how it is taught is examined through curriculum mapping.

The data also highlights that the school has processes as well as strategies in place that enable the fair professional evaluation of staff members. The standard of reference in this case is human resource leadership. Basically, this implies that the school leadership defines the school as a professional learning community. In other words, the fact that school practices consistent and fair evaluation of teachers is an indication that the school executive practices Human Resource Leadership (STANDARD 4).

The school leadership further has a collaborative work environment where the strong ideals and belief of every cultural structure are respected. In effect therefore, the conclusion that can be made is that the school executives practice Cultural Leadership (STANDARD 3). From this organization of the school therefore, it is clear that each day, the executive is involved in understanding the school culturally and connection with the cultural differences of the school in order to promote achievement of individual and collective goals.

The external community is also an important aspect of achievement in this school. Specifically, the interests of different members of the stakeholder community are taken into account. More objectively, the school ensures that is communicates effectives with the external community, considers their opinion of various issues affecting the schools ensures that relevant information reaches the external community. This shows External Development Leadership (STANDARD 6). The school has systems in which all community stakeholders are engaged in the shared responsibility of school successes.

Academic achievement is one of the primary goals of any school and this was is definitely not an exception. However, the new vision of school leadership redefines academic achievement whereby it is measured by school-wide growth. With reference to the school, there

is evidence of Academic Achievement Leadership (STANDARD 8) through the academic achievement expectations that are set by the school. These are meant to ensure that academic achievement can be measured and so can growth.

From the data therefore, there is a clear indication of the application of the North Carolina Standards for School Executives. It is clear that the school executive has made a conscious effort in creating a new vision for school leadership. Leadership has been re-engineered to meet the changing needs and demands of the 21st century society.

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