School Management and Stakeholder Collaboration
For this assignment, write a paper that provides analysis of the steps and processes school leaders should use to manage the school organization, operations, and resources to promote a safe, efficient, and effective learning environment. Include discussion of strategies to collaborate with all stakeholders (families and other community members), to respond to diverse community interests and needs and to mobilize community resources. Provide examples, as appropriate, based on your own professional experiences, and support your discussions using relevant citations from professional literature.
Your paper should include the following required components, and it must be presented in sections as indicated below. Instructions aligning with scoring guide criteria are presented in bold and are followed by the aligning NELP standards. Except for the Introduction, each section must have its own heading and subheading:
Introduction.
School Management: Effective Learning Environment.
Evaluation of School Management and Operational Systems.
Group Processes and Distributed Leadership.
Efficient Use of Resources: Human, Fiscal, and Technological.
School Safety and Crisis Management.
Integrating Management and High-Quality Instruction.
Collaborating with Stakeholders: School and Community.
Collaboration with Stakeholders.
Community Agencies.
Conclusion.
References.
Instructions for completing each required section:
Introduction
Provide an overview of what will be presented in the paper, typically in one or two paragraphs. This section should not have a heading. The current APA style guidelines do not call for headers for introductions.
School Management: Effective Learning Environment
Analyze the process a leader would use to optimize the learning environment for all students. This analysis should apply appropriate models and principles of organizational development and management; include research- and data-driven decision making with attention to indicators of equity, effectiveness, and efficiency; develop an action plan focused on management of fiscal, human, and material resources; and emphasize student learning, safety, curriculum, and instruction.
NELP Standard 6: Operations and Management.
6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Describe the steps used to facilitate group processes that build consensus, aid communication, and resolve conflicts in conducting operations and setting priorities. Include needs assessment and research-based data through the development of a communication plan that focuses on collaboration.
NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness.
3.3: Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.
NELP Standard 6: Operations and Management.
6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
NELP Standard 7: Building Professional Capacity.
7.3: Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
Address the processes a leader would use to discover new resources to facilitate learning, including application and assessment of new technologies to support management of the organization. Examples include business procedures, student data management, and communication
NELP Standard 6: Operations and Management.
6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Subsections within School Management: Effective Learning Environment:
Evaluation of School Management and Operational Systems
Analyze the processes a leader would use to understand, monitor, and evaluate school management and operational systems including resources, marketing, and public relations functions.
NELP Standard 6: Operations and Management.
6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Group Processes and Distributed Leadership
Describe the process a school leader should use to develop school capacity for distributed leadership. Include an explanation of the meaning of distributed leadership in a school environment and how to create and sustain it.
NELP Standard 7: Building Professional Capacity.
7.3: Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
Efficient Use of Resources: Human, Fiscal, and Technological
Describe the methods and procedures a school leader should utilize to employ efficiently human, fiscal, and technological resources in managing school operations. Be sure to also explain how the school leader will ensure that resources are aligned to school priorities and forecasting requirements.
NELP Standard 6: Operations and Management.
6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
School Safety and Crisis Management
Analyze the processes a leader would use to understand and promote school-based policies and procedures that foster a safe and secure learning environment. Include discipline management policies and plans, prevention, crisis management, and public relations.
NELP Standard 3: Equity, Inclusiveness, and Cultural Responsiveness.
3.3: Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.
Integrating Management and High-Quality Instruction
Describe the supervision strategies a school leader should use to ensure that teachers maximize time spent on high-quality instruction and student learning. Include a discussion of pertinent management theories related to effective school time, priorities, and schedules.
NELP Standard 4: Learning and Instruction.
4.4: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Incorporate several management theories that relate to effective school prioritization, scheduling, and time management. (Tip: The most often missed element in this section of the paper is discussion of pertinent management theories related to effective school time, priorities, and schedules.)
NELP Standard 4: Learning and Instruction.
4.4: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Collaborating With Stakeholders: School and Community
Analyze how family and community resources can be used to boost learning. Include: distributed leadership; use of community agencies (for example, health agencies and social service organizations); services to special and exceptional needs students; and some of the best practices for the use of community resources, school resources, and public resources and funds to encourage communities to provide new resources to address emerging student problems.
NELP Standard 5: Community and External Leadership.
5.2: Program completers understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Analyze the school or community diversity and how school leaders should use this variety of perspectives to enrich school programs while meeting the needs of all students. Examples of diversity include cultural, ethnic, racial, economic, and special interest groups.
NELP Standard 5: Community and External Leadership.
5.2: Program completers understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Subsections within Collaborating with Stakeholders: School and Community:
Collaboration With Stakeholders
Describe the processes a school leader would use to collaborate with stakeholders (school faculty, staff, and community members) to gather information needed to plan for improvement of the educational environment and share in decision making. Examine processes and systems a school leader would use to support the needs of all students, parents, and caregivers through open, effective communication (oral and written). Discuss ways school leaders can use to promote and monitor a culture of communication and collaboration with families and caregivers.
NELP Standard 5: Community and External Leadership.
5.1: Program completers understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.
NELP Standard 6: Operations and Management.
6.1: Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Community Agencies
Determine how a school leader could identify and mobilize community resources to build cultural competence and support the success of all students through integration of diverse cultural, social, and intellectual community resources. Examples of resources include: health agencies, social service organizations, and ethnic, racial, or cultural organizations. Include processes a school leader would use to promote effective communication (written and oral) and productive relationships with community partners.
NELP Standard 5: Community and External Leadership.
5.2: Program completers understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Conclusion
The conclusion should provide summative comments pertaining to the school leader’s role in managing the school and collaborating with stakeholders. Two or three paragraphs are sufficient to present the concluding section of the paper.
References
Include a minimum of five scholarly, peer-reviewed references, also cited in the body of the paper, presented in adherence to current APA style and formatting.
Additional Requirements
Your paper should meet the following requirements:
Template: Use the Unit 8 Assignment Template [DOC], linked in the Resources, to develop this paper. Keep in mind that the paper you write for this assignment will be summarized in the final paper for this course.
Length of paper: 6–10 double-spaced pages, not including the title page and references page. Do not exceed the page limit.
References: A minimum of five scholarly, peer-reviewed resources on the References page, which are also cited in the paper.
Font and font size: Times New Roman, 12 point.
APA format:
Follow current APA style and formatting for text citations.
Include a title page with the following title: Leading the School: School Management and Stakeholder Collaboration. Use the Title Page example available at the APA Guide: The Title Page: APA Submission (link given in the Resources).
Align text left and set margins to 1 inch on all sides, per APA guidelines.
Paginate your paper properly.
Incorporate appropriate headings and subheadings.
Title your running headers after removing the words running head. Use APA format for the running header, which should be an abbreviated title of no more than 50 characters including letters, punctuation, and spaces, using all uppercase letters. Use your word-processing program to generate headers that will appear at the top, flush left of each page, rather than typing the header repeatedly on each page.
Review APA Style Central for additional guidance, examples, and tools you can use for researching, writing, and formatting your paper and for citing and referencing resources in APA style. See the APA Style and Format section of the Writing Center (linked in the Resources) for instructions on accessing and using APA Style Central.
Use the SafeAssign Draft option to check your writing and ensure that you have paraphrased, quoted, and cited your sources appropriately. Run a SafeAssign report, saving your paper as a draft. Based on your SafeAssign results, make any necessary changes to your paper before submitting your final assignment to your instructor for grading.
Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.
Note: Your instructor may also use the Writing Feedback Tool to provide direction on your writing. In the tool, click on the linked resources for helpful writing information.
Resources
School Management and Stakeholder Collaboration Scoring Guide.
APA Guide: The Title Page: APA Submission.
Unit 8 Assignment Template [DOC].
APA Style and Format.
Writing Feedback Tool.
APA Guide: The Title Page: Course Papers.
ePortfolio.
SafeAssign.
Education Research Library Guide.
Education Research Library Guide: Leadership and Administration.
Toggle Drawer
[u08d1] Unit 8 Discussion 1
Ethics – Right Versus Right
Review the Ethical Leadership media presentation, which is linked in the Resources.
Educational leaders are called upon to make tough decisions during their work in schools. The most difficult decisions often involve ethical and moral issues. Stakeholders may hold very different beliefs about what is right and what is wrong. In these situations, leaders must carefully examine the values associated with competing views.
In this discussion, examine your personal game plan to demonstrate ethical leadership. How will you make the ethical choice when you must decide between right and right? How do ethical leaders choose between two opposing right things to do?
Provide at least one example that illustrates a right versus right dilemma you might face as an educational leader, and provide the steps you would take to critically evaluate the competing alternatives. (Note: You might need to refer back to this unit’s introduction to fully understand what is being asked in this discussion question). Explain the potential moral and legal consequences of decision making in a school and strategies you would use as an educational leader to prevent these types of issues from arising. How do you model principles of self-awareness, reflective practice, transparency, and ethical behavior in your role as a principal?
Note: You will use information gleaned in this discussion in the last component of your final project.
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