Supervision of Successful Schools
Running head: SUPERVISION FOR SUCCESSFUL SCHOOLS
Supervision for Successful Schools
Jennifer Ponton
Grand Canyon
EDA 551
July 13, 2012
Supervision for Successful Schools
In three more weeks many schools will be opening on again across Louisiana with bright and smiling faces along with new clothes and school supplies. Many of the classrooms will have a fresh new coat of paint with clean, sparkling, desks and decorated classrooms. This is the expectations of anyone who has been in the education field for some time. Many of these schools will also have different leaders who promote different types of school cultures. Even with all of the new clothes along with new school supplies and freshly painted classroom, a student will be unable to be truly successful without one of the most important ingredient. This ingredient is the school culture. A school culture plays a major role in the educational success of all of the stakeholders at the school. The students can come back to school dressed nice with an eager attitude at the beginning of the school year, but this will soon decline if they are greeted at the door each day with negativity. This is why it’s so important that a school leader promote a positive school cultures in which students are not afraid to take a risk. Many of the schools across the United States can be classified in three categories which are conventional, congenial and collegial.
Definition of the Three Categories
One of the most common types of school climate that is utilized most often by many school leaders who really do not have a vision or goal for their school is conventional. A conventional school is easy to recognize because there are not much teamwork or collaboration among stakeholders. The teachers rarely collaborate with each other and most of the work is done independently from each other. Most conventional schools are led by an autocratic leader who dictates their expectations and expect all other stakeholders to
Supervision for Successful Schools
Jennifer Ponton
Grand Canyon
EDA 551
July 13, 2012
Supervision for Successful Schools
In three more weeks many schools will be opening on again across Louisiana with bright and smiling faces along with new clothes and school supplies. Many of the classrooms will have a fresh new coat of paint with clean, sparkling, desks and decorated classrooms. This is the expectations of anyone who has been in the education field for some time. Many of these schools will also have different leaders who promote different types of school cultures. Even with all of the new clothes along with new school supplies and freshly painted classroom, a student will be unable to be truly successful without one of the most important ingredient. This ingredient is the school culture. A school culture plays a major role in the educational success of all of the stakeholders at the school. The students can come back to school dressed nice with an eager attitude at the beginning of the school year, but this will soon decline if they are greeted at the door each day with negativity. This is why it’s so important that a school leader promote a positive school cultures in which students are not afraid to take a risk. Many of the schools across the United States can be classified in three categories which are conventional, congenial and collegial.
Definition of the Three Categories
One of the most common types of school climate that is utilized most often by many school leaders who really do not have a vision or goal for their school is conventional. A conventional school is easy to recognize because there are not much teamwork or collaboration among stakeholders. The teachers rarely collaborate with each other and most of the work is done independently from each other. Most conventional schools are led by an autocratic leader who dictates their expectations and expect all other stakeholders to
References: Carley, K., & Harrand, J. (1997). Organizational learning under fire: Theory and practice. American Behavioral Scientist, 40 (3), 310-332 . Kline, P. & Saunders, B. (1998). Ten steps to a learning organization. (2nd Ed.). Arlington, VA