Effectiveness in Educational Leadership Project

PSEL Effectiveness in Educational Leadership Project

Instructions/Descriptions

PSEL Effectiveness in Educational Leadership Project

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Summary of the PSEL standards.

Professional Standards for Educational Leaders refers to a guideline through which the educational leaders ought to follow when carrying on with their duties (Riveros & Wei, 2019). The first standard involves having a mission, vision and core values for the school. For effectiveness in educational leadership, every leader should establish, advocate and even implement a common mission, vision and core values for all the stakeholders in schools.

The leader ought to ensure that all these statements aim at high-quality education and also promotes the academic achievements of students. It is also important to ensure that even the rest of the stakeholders within the academic field support and advocate for the particular school’s mission and vision statements as well as their core values. The vision, mission and core values should also be aligned to partnerships that support the enactment of the specific vision, mission and core values.

The second standard is ethics and professional norms. It is important that educational leaders practice ethical mannerisms based on their professional norms. They should also ensure that all the activities they engage in would uplift the academic excellence of students as well as promote their general wellbeing.

A highly effective school leader ensures that the ethics and professional norms are attained and maintained at a high level. There are different ways through which a leader will attain the high effectiveness with regard to this standard. For instance, the education leader ought to inform the revision or development of the institution system.

They should formulate policies and strategies that are oriented towards ethics and professional behaviors. In addition, the leader ought to lead professional learning encounters, publish articles, reports and blogs and also engage in public speaking for professional establishments.

While engaging in all of these activities, the education leader should ensure that they all aim at further advancement of ethical and professional practices of educators. This would play a key role in maintaining a high level of effectiveness in their position as school leaders.

The third standard is equity and cultural responsiveness. An effective education leader should uphold practices that consider the diversity of people within an institution. This implies that the leader ought to pay attention to the different cultures of people within the institution and ensure that his activities and those of other stakeholders do not violate the cultural backgrounds of each other.

The education leader should therefore uphold practices that enhance equity of opportunities for different people who seek education and who originate from different cultural backgrounds. Being a leader, there are various things that an educational leader can engage in to promote this standard.

One is that they could inform the school system and all the institutional stakeholders about matters pertaining to equity amongst students as far as educational opportunities are concerned and educate them about the importance of being culturally responsive.

This will play a key role in minimizing instances where different students are prejudiced by their peers, or even other people within the school based on their cultural backgrounds. An effective educational leader should also serve as mentor to other institutional leaders especially with regard to equity matters and on matters of upholding cultural diversity.

The fourth standard is curriculum, instruction and assessment. An effective educational leader considers developing and supporting a curriculum system that is rationally severe and one that is coherent. They also promote proper instructions and assessments that enhance the academic achievement of students as well as their general wellbeing.

To achieve and maintain a high level of effectiveness, the education leader ought to serve as a mentor to other institutional leaders with regard to this standard. In addition, the education leader ought to inform a curriculum system, assessment activities and instructions for the learning institution. They should also demonstrate sustenance of a high level of learner’s academic achievement that aligns to the institutional system and the national requirements.

The fifth standard is called the community of care and support of students. It aims at developing an educational leader who shows empathy for the children within their institution and is ready to support the students so much, so that they can excel in their academics. As in any other standard, an effective education leader will be willing to support other institutional leaders so that they can maintain proper care and support for the students even as they continue to lead them.

The education leader will develop an environment and institutional culture that is conducive for both the students and other institutional leaders to engage with each other in a friendly but professional way. The learning experiences created under such a learning environment are important in ensuring more educational support for the students, which would lead to further academic excellence for the students and the school at large (Farley, Childs & Johnson, 2019) .

Interview Questions

1. As the new assistant principal in this school, how would you ensure that you understand the individual students both academically and at a personal level?
2. In the current world where accountability is key to proper and efficient working, it is recommendable that the school leadership continue to create an environment that increases students’ engagements especially with quite rigorous academic activities. How would you encourage the teachers within the school to enhance their rigor and student engagement within their lessons?
3. Do you involve the other institutional stakeholders in the decision making process? Describe an instance when the staff feedback influenced your decision about an issue affecting the institution.
4. In some cases, you may have done some reflective practice visits and observed the activities of a tenured teacher. Each time you have the visits you tend to have professional conversations with the employees and give them important feedback that they could use to make necessary improvements.

However, you realize that the teacher still does not improve her performance or the improvement does not meet your expectations. What would you do to support them and help them improve their performance? Explain the steps you would follow to ensure maximum support for the teacher.

Summary of the interview

I had an interview with my assistant principal, Mr. Byse, here at Benteen Elementary School. I asked him some questions during the interview, all of which were related to the professional standards for educational leaders. The interview took place in his office, and took approximately 30 minutes. During the interview, I realized that Mr. Byse was well versed as far as the PSEL standards are concerned, especially for the reason that he connected his answers to any of the questions to the standards themselves. This was as described below.

The first question aimed at identifying how the assistant principal would efficiently learn about his students both at individual and academic levels. In response, Mr. Byse quoted the fifth standard, which demands that an effective educational leader should care and support the students within the institution. For this reason, he stated that he would always be willing to listen to different issues that a student could have and help them out appropriately.

This would play a key role in growing the students trust for him as assistant principal. According to the education leader, this would also play a key role in minimizing the barriers between him and the students. As a result, he would be in a position to easily learn and understand their academic and personal attributes.

The second question aimed at identifying how the new assistant principal would relate with the teachers within the school to increase rigor and student engagement within the institution. The response to the question was based on both the sixth and the seventh standard. The sixth standard calls for a high professional capacity of the school personnel while the seventh standard is about the professional community for teachers and staff.

Both standards aim at establishing a community of professional staff members and who are passionate about ensuring academic excellence for the students. For this reason, Mr. Byse stated that he would organize constant professional developments during which teachers are encouraged to be professional and at the same time be more productive in their activities.

I also asked Mr. Byse if he involves the staff members in decision-making procedures. He stated that practicing a participatory management approach has been one of the pillars of success in his career that has even led him to becoming a leader. He stated that he involved the rest of the school stakeholders in decision-making. In his answer, he referenced the first and second standards.

He stated that the ideas and suggestions that would influence his decisions must observe the mission and vision statements and be in accordance with the core values that govern the activities in the school. In addition, the suggestions of the employee must also uphold ethical and professional norms so much so that they do not violate the institutional code of conduct (Bass, Frick & Young, 2018). Mr. Byse went ahead to describe a scenario where the ideas of the staff members influenced his decision. At that time, the school required additional teachers to serve the increasing number of students.

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In the hiring advertisement, the staff members suggested that the hired persons would include an equal number of males and females and people from different backgrounds. The idea was good and was implemented, especially because it considered the diversity of people who would like to get the job. According to Mr. Byse, the idea promotes equity of opportunities for different people, which is part of the standards outlined.

To enhance the performance of any teacher who seems to be underperforming in their tasks, Mr. Byse stated that he would follow the fourth standard. It states that effective leaders should develop rigorous systems of curriculum, instruction and assessment to promote each the academic performance of the students as well as their overall wellbeing. He stated that all his practices in promoting the staff members would aim at ensuring a well comprehensive curriculum that would even enable them to perform better.

Overall, I enjoyed interviewing Mr. Byse. I was appreciative of the opportunity to not only be able to ask questions, but to also receive answers through “leader lens”. Often times, we as classroom teachers are on the outside looking in, with the result being several unanswered questions. In the moment of interviewing Mr. Byse, I was able to gain direct insight of school operations and management. In doing this, I felt like an advocate for teacher and aspiring education leaders

References

Bass, L., Frick, W. C., & Young, M. D. (Eds.). (2018). Developing Ethical Principles for School Leadership: PSEL Standard Two. Routledge.

Farley, A. N., Childs, J., & Johnson, O. (2019). Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice. education policy analysis archives, 27, 115.

Riveros, A., & Wei, W. (2019). Standards and competency frameworks for school administrators: Global, comparative and critical perspectives. education policy analysis archives, 27, 111.

PSEL Effectiveness in Educational Leadership Project

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