Share knowledge and best practices 18 workshops in two years. The focus is to bring the alumni and Program Managers under one roof for knowledge and skill sharing. Identify and address Identifying key areas that need improvements, set goals and action plans to achieve them.
Kafele Pressures on school administrators are now epic.
To keep from collapsing, leaders need to keep a grip on their "why. In my travels around the country as an education consultant who led secondary schools for yearsteachers and school leaders often engage me in intense discussions about the topic of avoiding burnout.
This isn't surprising, considering what educators are now being asked to do. In terms of lifting school achievement, educators are expected to work miracles daily.
Whatever the hand that's dealt to the educators of a given school, they are expected to produce—and quickly. The Squeeze on Teachers … Pressures on classroom teachers to perform at higher levels and ensure that every student meets highly ambitious achievement goals come from multiple layers—the federal and state government, the district, the local school board, the community, and parents.
Every one of these stakeholders is communicating to the teacher, "I expect you to reach our goals," despite the fact that the necessary resources that would make the expected gains a possibility and reality are nonexistent in far too many cases.
As this pressure continues to mount, many teachers feel alone with nowhere to turn. They start to question whether or not teaching is something they want to do over the long haul. A new principal of a low-performing, high-poverty school may be given the keys to the front door and informed that he or she has three to five years to turn the school around.
Of course, we've all heard of scenarios where a principal did, in fact, lead a successful effort to turn around a failing school within several years. These leaders exist, but I put them in the category of special, visionary, and driven people who have devoted their entire lives perhaps to a fault to their craft of school leadership.
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Such people can and do turn low-performing schools into national powerhouses—but I'm not referring to those individuals here. I'm referring to any well-intentioned leader who is doing all that he or she believes he or she can but is struggling to stay afloat.
The challenges and demands on even effective leaders are so overwhelming that, just like teachers, they may increasingly question their career decisions, wondering whether or not they can see themselves continuing in this work for the next 5 to 10 years.
I know, because during my 14 years as a principal, I definitely hit a career-questioning moment. My Rough Patch Over the course of my school leadership career, I was principal at three different middle schools and one high school, all in challenging, urban environments. As much as I loved my principalship, I did go through a rough patch during which I questioned whether I was going to do this work over a long period of time.
InI got to a point where I felt underappreciated and undervalued by my superiors. The challenges that my students and the larger community presented to the school I was then leading, Patrick Healy Middle School in East Orange, New Jersey, were a tall order, and the effort and lack of affirmation were wearing me down.
In July of that year, on literally my fifth day on the job as principal, I learned that the school had been officially designated as a "persistently dangerous" school. I was unprepared for this reality. When I took over the leadership of the school, I was up for the challenge of improving math scores and language arts scores that were alarmingly low.
Lifting these scores was going to be my focus for the next three to five years. But when I received the letter from the New Jersey Department of Education that on top of our achievement issues the school was considered one of the most dangerous in the state, I immediately felt an unexpected increase in pressure.
I now had two miracles to perform.
Principals all over the United States confront comparable challenges regularly. Whether the problems that make their way into the school are academic, behavioral, or community challenges, the weight of resolving them falls on the leadership—with the expectation that any resolution will also increase the probability that all students in the school will succeed.
The Importance of "Why" Throughout my 14 years as a principal, when such challenges surfaced, I developed a way to confront them head-on in an effort to keep my own sanity while continuing to lead at a high level.
I'd like to discuss that approach here, since I know the tendency to burn out isn't unique to me. Let me start by sharing the "opener" I often lead with when I present on leadership burnout: Remember as a classroom teacher when you were in your element, taking your students to heights previously unimagined?
You were the difference maker in their lives.School Leadership Learn everything you want about School Leadership with the wikiHow School Leadership Category.
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Benjamin Piltch, now retired, has had extensive experience as a classroom teacher, central office administrator, principal, college professor, and college administrator for an . At DCPS we know that school leaders play a critical role in ensuring student success.
Thus, DCPS has created a culture where school leaders: Have a clear understanding of what defines excellence in their work; Are provided with constructive and data-based feedback about their performance, and Receive support to increase their effectiveness.
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Journal description. School Leadership & Management is a well-established international journal that publishes articles, reports, news and information on all aspects of the organisation and. Hollinger International helps strengthen school leadership. Leadership is, first and foremost, the ability to inspire, build high-performing teams and create remarkable organizations.