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Identifying Leader Positions

This document discusses identifying leadership positions in a school. It outlines several potential leadership roles including an achievement advisor, related arts lead, new teacher induction coach, and teacher assistance coordinator. These roles have different responsibilities like providing instructional strategies, supporting new teachers, and developing student interventions. The document also emphasizes the importance of distributing leadership functions, selecting the right individuals for roles, and ensuring leaders can meet expectations to support a positive school culture. Failure to choose the correct leaders could negatively impact classrooms, culture, and student learning.

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309 views4 pages

Identifying Leader Positions

This document discusses identifying leadership positions in a school. It outlines several potential leadership roles including an achievement advisor, related arts lead, new teacher induction coach, and teacher assistance coordinator. These roles have different responsibilities like providing instructional strategies, supporting new teachers, and developing student interventions. The document also emphasizes the importance of distributing leadership functions, selecting the right individuals for roles, and ensuring leaders can meet expectations to support a positive school culture. Failure to choose the correct leaders could negatively impact classrooms, culture, and student learning.

Uploaded by

api-490976435
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Identifying Leader Positions

Jorge Romero II

College of Education, Grand Canyon University

EAD-533: Developing and Empowering Instructional Leaders

Dr. James Russo

January 12, 2022


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Identifying Leader Positions

Positions and Attributes

Mr. Parcells (Principal)

Ms. Eve Ms. Jon Ms. Mans Ms. Linkz Ms. Brit
Achievement Advisor Achievement Advisor Related Arts Lead New Teacher Induction Coach Teacher Assitance Coordinator (TAC)

Instructional practice knowledge, Effective instructional strategies, Experience, practices, classroom


Provide related arts with instructional Teacher assistance coordinator,
positive rapport with teachers, ability connect with students individually, management comprehension, reliable
strategies, set weekly PD sessions, organized, interventions for students,
to create and deliver effective PD forming small grouping intervention, schedule to support new teachers, and
positive rapport, be an effective develop resources for support in the
sessions, experience with diverse provide teachers with strategies on trustworthy working with needs of
communicator. classroom.
grade levels in the classroom. intervention. teachers.

Distributing Leadership Functions

A leader is able to support the school’s vision by creating a set of collective goals and

priorities that he/she believes will support students and their learning experience. Also, a leader

must build faculty and staff via hiring that is committed and prepared to achieve the goals and

expectations through their actions in the classroom and school community. Additionally, the

leader must set a clear example of what the school’s vision is by displaying positive traits in the

classroom, during staff meetings, and around campus events for members to follow. During the
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school year, a leader could provide teachers with diverse opportunities to develop their

professional qualities through teacher development sessions and workshops, which will help

develop skills needed for leadership roles. Furthermore, it is essential for the administration team

to learn about each member’s profile as an educator to locate candidates that will fit the role of a

leader. This task could be achieved through administration and leadership team meetings where

they discuss members and the qualities they provide towards leadership positions. Another way a

leader could promote the school’s vision is by analyzing the feedback faculty and staff receive

from families as they work closely and demonstrate their rapport and growth as community

members. Lastly, my mentor expressed during a discussion that his goal is to place teachers in

positions where they will succeed based on their expertise and effective qualities displayed in the

classroom.

Supporting Positive School/Learning Culture

A leader must take sufficient time during the process of assigning leadership roles to

ensure that teachers assigned are capable of meeting responsibilities and expectations. This can

be attainable by having a committee of trustworthy individuals including the vice principal,

achievement advisors, and grade level leaders. These individuals might have an extended amount

of data or information gathered on teachers that demonstrate strengths and areas of growth that

could be analyzed to set precise leadership roles.

Failure to select the correct individuals for leadership roles could cause setbacks and negative

results in the classroom, school culture, and learning environment. An example of a failing

situation is a teacher struggling to meet the expectations set by not performing tasks or not taking

time to gather research-based strategies for teacher support. This case could cause delays in the

professional growth of peers and student learning development. Another example of a failing
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situation is a leader not receiving positive response from peers due to misunderstandings or lack

of collaborative rapport, which could cause tensions within the faculty and staff. In these cases, a

school leader needs to provide additional support for the teacher leader or make challenging

modifications that intend to improve the leadership team.

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