EDA 551 Supervision & Instructional Leadership
Kenneth S. Wormack
Grand Canyon University
December 5, 2012
While it is indeed true that both times and people change, the infamous question looming in my mind remains, “At what or whose expense do we endure these changes?” I have served at my present school for more than fourteen years. Over those fourteen years, I’ve had four different principals, all with differing styles of leadership and supervision. With this in mind, in this paper, I will assess my school and the leadership style of these four administrators, whether their styles were conventional, congenial, or collegial, as well as the resulting supervisory climate. As a frustrated future Administrative Visionary, it is my hope that this experience will prepare me for what lies ahead and give me the tools to be effective for the good of all stakeholders. Should a Change in Leadership affect the School Climate?
I have been my present school for about sixteen years. For eight of those years, we were a School of Distinction, under the leadership of ‘Principal One’. The administration was very collegial, in terms of its’ leadership style. The students were very engaged and surrounded by teachers who cared. Collegiality was the order of the day. We were like one “instrument,” ‘Supervising-Teacher-Leader-Administrative Visionaries.’ Teachers participated in the observation process, suggesting Professional Development experiences that we would like to have. In no sense of the word were we treated like “factory workers.” All stakeholders, board members, community leaders, parents, teachers and administrators were involved in the instructional supervision process. Per the definition of Instructional Supervision, there was constant support, monitoring, assessment and evaluation of what we taught. While ‘Principal One’ never crossed the...