Curriculum Leader Leadership Role

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Introduction
Developing a change plan was important in determining if a curriculum leader (principal) will provide the organization the necessary skills, tools, services and knowledge to promote academic success. The role of the principal in American schools has been in a constant state of change since its emergence. The issue has been mostly around whether the principal is a manager of the building or a leader of the school. Additionally, there has been discrepancy in the expectations of the principal in regard to curriculum and instruction. Using Hall and Hord (2006) stages of concern, newly hired curriculum leader (principal) has to use a different way of thinking about the employees’ (teachers) morale and the perception about change, as well as Hall and Hord (2006) level of use, management exhibited from the employees (teachers) some different behaviors, when a new change was implemented. Olson (2008) writes one of the primary reasons many changes efforts fail is because leaders (new curriculum leader) do not step back and look at the change process and the transitions that are required from the perspective of the individuals (teachers) involved. Principals have the power to influence the teacher morale in their school by the actions or daily practices they exhibit (Hunter-Boykin & Evans, 1995). Morale is not an observable trait; rather it is an internal feeling or set of thoughts. Often teachers feel they are not treated as professionals, are not appreciated, or are overworked, thus causing low teacher moral which are Hall and Hord (2006) stages of concern. On the other hand, some teachers with a high moral level may say their principal is very supportive or that they are able to teach instead of having to perform an abundance of clerical tasks. In addition, to the many roles of the position, principals must also understand they have a tremendous influence on the moral of the teachers. Simply getting rid of people – or allowing them to stagnate – is the easy way out. Sticking with your teachers’, and encouraging them to advance themselves in the process is inspiring and effective. What many organizations apparently don’t get is the necessity of involving people who will be affected by change, helping them understand the importance of the proposed change, and giving them time to make the essential transitions to successfully implement change (Olson, 2008). It is also a wise economic decision when you consider the cost of training new people from scratch. Hall and Hord (2006) writes that there are different stages of concern that people typically move through when asked to change. The authors say that by understanding these predictable concerns and how to address them, leaders can be proactive about change and minimize the risks behind unaddressed concerns undermining a change effort. The “leading people through change” is built on the observation that at any given time, different people are at different stages of concern relative to change.

Good leaders are able to adopt differing leadership styles with different people, or with the same people, but at different times. The key factors which are likely to influence the style of the leader adopts at a particular time include the nature of the work to be done, the skill level of the person being asked to do the work and the ongoing needs of the leader’s relationship with that person. Principals have the power to influence many factors of a school. They have a myriad of roles included in their job. One of the most important and influential is the effect the principal has on the teachers of the school. A good teacher will be successful in spite of a bad principal. This good teacher knows how to handle the pressures of the profession and ignores the incompetence of this principal. This teacher is interested primarily in what is good for the individual students in the classroom.

When an organization is concern with implementing a change, the situational...
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