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Professional Platform:
Educational Leadership Beliefs
Ben Thayer
Central Michigan University
PROFESSIONAL PLATFORM
PROFESSIONAL PLATFORM
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Curriculum
staff (food, custodial, busing) and school principal have an excellent relationship and can
effectively communicate with one another. Everything from all-school assemblies, to
restroom cleanliness, building repair, and general classroom maintenance is part of
maintaining a safe and clean physical space for learning to take place. School facilities
must be up to code and be functional for the use of hundreds of people each day. I
believe as a school leader that I must maintain an outstanding partnership with those
service staff members who help to sustain an effective learning environment.
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Student Achievement
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administrator knows how to motivate their staff and works to sustain a school culture
conducive to learning.
Student Assessment
I believe in goal setting in order to improve student achievement. Specifically, I
believe in specific, measureable, achievable, realistic, and time-bound (SMART) goals.
It is necessary for schools to set a goal regarding student achievement and strive to reach
it. However, I believe students in todays schools are over tested and could be assessed
in a number of other ways than standardized/computer assessments. Student assessment
can be done in a formative and summative manner in the classroom by the teachers. I
believe that teachers hold the key to understanding the growth of each individual student
and the power of assessment should be returned to them.
Supervision and Evaluation
I am a believer that in order to improve a skill you must practice and learn from
constructive feedback. One way a principal can help improve teaching and learning is by
providing the opportunity for a peer supervision program in a school. I think evaluation
in itself is meant to be a productive process that allows for timely feedback and
collaboration. Instead, evaluation has taken on a negative connotation because of the
implications with staff ratings and job security. As a principal I may not be able to
change the legalities of the evaluation system but I will definitely work to be the best
coach/supervisor/peer mentor I can be in order for my staff to reach their potential.
Educational Change
There are many aspects to education which includes: political, social, economic,
legal, and cultural contexts. An educational leader promotes the success of each student
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by understanding, responding to, and influencing these contexts (Martin et al., 2013, p.
68). Education will continue to evolve throughout the years and as a leader in the field I
believe it is most important to keep in mind that every decision should be studentcentered. I hope to be an empathetic leader who advocates educational change that will
promote the success of all students.
Ethical Leadership
Finally, I aim to be a principal whose ethical decision making is based on equity,
integrity, and honesty. I believe that teamwork and relationships play a large role in
being an ethical leader. It is crucial to collaborate on decisions that will vastly affect the
school and student learning. I plan to continue to develop interpersonal skills that will
encourage understanding and acknowledgement of others perspectives and feelings. I
have confidence I will lead my school by making ethical decisions that will in turn create
a culture of honesty and fairness.
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References
Louis et al. (2010). Learning from leadership: Investigating the links to improved
student learning. Retrieved from http://www.wallacefoundation.org/knowledgecenter/Documents/Investigating-the-Links-to-Improved-Student-Learning-Keyfindings-from-wallace.pdf
Martin, G. E., Danzig, A. B., Wright, W. F., Flanary, R. A., & Brown, F. (2013). School
leader internship: Developing, monitoring, and evaluating your leadership
experience (3rd ed.). New York, NY: Routledge.
National Policy Board for Education Administration. (2011). Educational leadership
program recognition standards. Retrieved from http://www.npbea.org/wp/wpcontent/uploads/2015/06/ELCC-Building-Level-Standards-2011.pdf