Posted: February 26th, 2023

The Shared Leadership Initiative

 

In addition to teacher leadership positions, school administrators also identify non-teacher leadership positions in different areas of a school. School administrators need to establish criteria that align with district personnel policies and practices by which to both select and monitor the success of the leadership team members they have chosen. When determining the criteria, administrators should also consider the current school climate and culture to keep and work to sustain a positive school culture.

In preparation for this assignment, refer to the list of non-administrator/non-instructional leadership positions generated in the Topic 1 organizational chart. You are a principal and have been asked to implement a new policy for filling these non-administrative/non-instructional leadership positions occupied by teachers, staff, and other stakeholders.

Write a 250-500 word narrative identifying a protocol for the annual selection process that includes:

• Objectives, measurable criteria used to assess applicants for any non-administrative/non-instructional positions.
• Protocol to ensure an unyielding commitment to the positive school culture including staff morale, shared leadership, collaboration, trust, and a student-centered environment is supported.
• Strategies for promoting effective team/group dynamics in the newly developed process.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

The Shared Leadership Initiative – Rubric

Measurable Criteria 17.5 points

Criteria Description

Measurable Criteria

5. Target 17.5 points

Narrative proficiently identifies objectives, measurable criteria used to assess

applicants

for any non-administrative or non-instructional positions.

4. Acceptable 15.23 points

Narrative clearly identifies objectives, measurable criteria used to assess applicants

for any non-administrative or non-instructional positions.

3. Approaching 12.95 points

Narrative ambiguously identifies objectives, measurable criteria used to assess

applicants for any non-administrative or non-instructional positions.

2. Insufficient 12.08 points

Narrative inadequately identifies objectives, measurable criteria used to assess

applicants for any non-administrative or non-instructional positions.

1. No Submission 0 points

Not addressed.

Protocol 17.5 points

Criteria Description

Protocol

5. Target 17.5 points

Narrative thoroughly includes protocol to ensure an unyielding commitment to the

positive school culture including staff morale, shared leadership, collaboration,

trust, and a student-centered environment is supported.

4. Acceptable 15.23 points

Collapse All

Narrative logically includes protocol to ensure an unyielding commitment to the

positive school culture including staff morale, shared leadership, collaboration,

trust, and a student-centered environment is supported.

3. Approaching 12.95 points

Narrative weakly includes protocol to ensure an unyielding commitment to the

positive school culture including staff morale, shared leadership, collaboration,

trust, and a student-centered environment is supported.

2. Insufficient 12.08 points

Narrative incorrectly includes protocol to ensure an unyielding commitment to the

positive school culture including staff morale, shared leadership, collaboration,

trust, and a student-centered environment is supported.

Strategies 21 points

Criteria Description

Strategies

5. Target 21 points

Narrative proficiently includes realistic strategies for promoting effective

team/group

dynamics in the newly developed process.

4. Acceptable 18.27 points

Narrative directly includes suitable strategies for promoting effective team/group

dynamics in the newly developed process.

3. Approaching 15.54 points

Narrative unclearly includes vague strategies for promoting effective team/group

dynamics in the newly developed process.

2. Insufficient 14.49 points

Narrative poorly includes inappropriate strategies for promoting effective

team/group dynamics in the newly developed process.

1. No Submission 0 points

Organization 7 points

Criteria Description

Organization

5. Target 7 points

The content is well-organized and logical. There is a sequential progression of ideas

that relate to each other. The content is presented as a cohesive unit and provides

the audience with a clear sense of the main idea. The summary is within the

required word count.

4. Acceptable 6.09 points

The content is logically organized. The ideas presented relate to each other. The

content provides the audience with a clear sense of the main idea. The summary is

within a reasonable range of the required word count.

3. Approaching 5.18 points

The content is not adequately organized even though it provides the audience with

a sense of the main idea. The summary may not be within a reasonable range of the

required word count.

2. Insufficient 4.83 points

An attempt is made to organize the content, but the sequence is indiscernible. The

ideas presented are compartmentalized and may not relate to each other; or the

summary is widely outside of the required word count.

Mechanics of Writing 7 points

Criteria Description

includes spelling, punctuation, grammar, and language use

5. Target 7 points

Submission is virtually free of mechanical errors. Word choice reflects well-

developed use of practice and content-related language. Sentence structures are

varied and engaging.

4. Acceptable 6.09 points

Submission includes some mechanical errors, but they do not hinder

comprehension. A variety of effective sentence structures are used, as well as some

practice and content-related language.

3. Approaching 5.18 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in

language choice (register) and/or word choice are present.

2. Insufficient 4.83 points

Surface errors are pervasive enough that they impede communication of meaning.

Inappropriate word choice or sentence construction are used.

1 No Submission 0 points
Total 70 points

2

Identifying Leader Positions

Darius Washington

Grand Canyon University

EAD 533

Professor Bebee

January 28, 2023

A principal can support the school’s vision by assigning or identifying leadership responsibilities to individuals who possess the skills and dispositions that align with the school’s mission and goals. By providing opportunities for teachers and staff to take on leadership roles, the principal is promoting a culture of collaboration and shared decision-making, which can lead to increased ownership and buy-in from the school community (Oplustic, 2020). Additionally, by assigning leadership responsibilities to individuals who possess the appropriate dispositions, such as a strong work ethic, positive attitude, and a commitment to student success, the principal can model and promote these dispositions throughout the school. Furthermore, by providing opportunities for teachers and staff to take on leadership roles, the principal is promoting a culture of learning and growth, which can lead to increased student achievement.

Assigning leadership responsibilities carefully and thoughtfully is important to ensure a positive school environment and learning culture because it ensures that the individuals selected for leadership roles possess the necessary skills, knowledge and dispositions to effectively carry out their responsibilities. Failure to select individuals carefully can be detrimental to the environment and learning culture in a number of ways. For example, if an individual who is selected for a leadership role does not possess the necessary skills or dispositions to carry out their responsibilities, it can lead to ineffective leadership and a lack of progress towards achieving the school’s goals. Furthermore, if the individual selected for a leadership role is not a positive role model, they can negatively impact the school’s culture and morale (Watson-Vandiver & Wiggan, 2020). For example, if an individual who is selected as a department chair and is not well-versed in curriculum development, it can lead to ineffective instruction, low student achievement, and frustration among the teachers. Additionally, if the individual selected as the department chair is not a positive role model, they may not be able to inspire and lead the teachers in a way that promotes a culture of excellence and a positive learning environment.

References

Oplustic, S. Y. (2020).
Role of a Principal Supervisor in Fostering Principal Development to Support Instructional Improvement and a Positive School Climate – ProQuest. Www.proquest.com. https://search.proquest.com/openview/3076fcf59247a84a6cc259544da55e17/1?pq-origsite=gscholar&cbl=18750&diss=y

Watson-Vandiver, M. J., & Wiggan, G. (2020). An Environment of Excellence: A Case Study Examining a High-Performing African American Urban School’s Learning Climate and Approach to Critical Cultural Care.
Journal of Education,
201(2), 96–115. https://doi.org/10.1177/0022057420904376

Instructional and non-instructional leadership positions

Lead Teacher

Literacy Coach

Attributes

Strong knowledge of content area

Ability to lead and mentor other teachers

Ability to work collaboratively with colleagues and administrators.

Attributes

Safety Coordinator

Attributes

Expertise in literacy instruction

Ability to provide professional development

Parent-Teacher Organization (PTO) President

Technology Coach

Strong communication

Collaboration skills.

Attributes

Strong knowledge of technology tools and resources

Ability to provide professional development

Strong communication

Strong collaboration skills

Attributes

Strong leadership and organizational skills

Ability to work effectively with parents and other stakeholders

Excellent communication skills

Strong knowledge of safety protocols and procedures

Ability to work effectively with school administration and first responders,

Strong communication

Strong collaboration skills.

Counselor

Attributes

Strong knowledge of child development

Ability to provide individual and group counseling

Strong communication and

Strong collaboration skills