DUE AT THE END OF MODULE 3–NO LATE SUBMISSIONS 


This paper will be based on your reflections about new insights gained about School Leadership in Texas.  To help you organize your paper and provide some structure to your reflection, your paper should have the following sections:

1.      Title page

2.      Body

a.   Introduction-What does it mean to be a School Leader in Texas. Your first paragraph MUST include a brief summary of the demographics of students in the state of Texas.  This data can be obtained from the TEA website—the data must be recent.  This data should be written in summary form and not presented in a chart.  Remember to provide the correct APA citations. It’s important to remember that Texas is a very DIVERSE state.

b.   Provide an in depth narrative of how your thoughts on the role of the principal have changed from the “you” as teacher to “you” as the Texas school leader. This should be viewed via the lens of the Principal Competencies and Standards—remembering all that you will do as a school leader should be guided by the Principal Competencies and Standards. Your narrative should be supported (via citations) by the instructional materials you have been presented thus far in this course.

c.  Identify at least one “thought leader” (i.e.: Pedro Noguero, Linda Darling-Hammond, Geoffrey Canada, Michael Fullan, a chapter author from the Vornberg & Hickey text etc) that you have been introduced to thus far in this course that has caused you to “reflect” on leadership; changed your thinking about leadership; changed your thinking about students or schools; made you have an AHA moment- identify the “thought leader” and exactly what the “thought leader” said or did and your response. Provide a detailed description of the impact the “thought leader” had on you— be specific in describing how you believe this will impact your practice as a leader moving forward.

3.     Conclude your paper with your expectations for this program in preparing you for the Principalship in Texas as well as your expectations for yourself as a novice Principal in Texas. (This section should be no more than a paragraph—no more than 1/3 of a page).

4.   Reference page

This paper should have a minimum of 5 pages and a maximum of 7 pages in length (not including the title or reference pages).  Papers should be double spaced, size 12 font (New Times Roman or Arial), and follow the format for papers as specified by the APA Publication Manual.  It should also be free of technical errors (spelling, punctuation, proper use of grammar, etc.). While your paper is reflective in perspective—which means you can use “I”—it should otherwise be scholarly in tone and presentation.

Since your paper is reflective in content, you don’t have to worry about providing me with the “right answer” or giving me what you think I want you to say.  This paper is designed to provide you with the opportunity to solidify your thinking on the main ideas of the course, which in many ways will provide an important foundation for courses yet to come.  However, your paper will be graded with several things in mind, including the quality and depth of your response.  See sample below. We have covered a great deal of material in this course, and I am looking for your ability to analyze, synthesize, integrate, and discuss cogently what you have learned.  (NOTE: The appropriate use of quotes and references will greatly enhance the quality of your paper.)  

Regardless of circumstance, all assignments are due on the date specified.

ORDER YOUR COURSE WORKS HERE

Leadership in School

Leadership in School

Introduction

                A School leader is responsible for many roles. S/he is in charge of administration and finances. Above all, the principal should ensure educational programs are implemented, facilitate professional development, and foster relationships in the school setting and its stakeholders. Texas school leaders are not different because they are accomplished teachers who shape up conditions for teaching and learning to achieve well in school. A principal in Texas will come across diverse school settings. Enrolment in schools depends on the size of the district. Schools are occupied by students from different racial/ethnic groups. Hispanic students originate from Spanish origins, south or Central America, Mexico, Cuba, and Puerto Rico. Alaska natives originate from the north, central and south America (Schools, 2020). One can find Asian students with origins from India, Southeast Asia, and the Far East. African Americans descent from Africa, whites from Europe, while the pacific islanders originate from Samoa, Hawaii, Guam, and the pacific islands (Schools, 2020). Students in Texas are classified based on their race, although there are multiracial who have two or more races. According to Teks report, non-Hispanics (pacific islanders and the American Indians) have the least number of students. Succeeding, Asians, African Americans, Hispanics, and multiracial populations have an abysmal enrollment of students (Schools, 2020). The whites have the highest number of students in Texas public schools. However, in the recent past, the enrollment rate amongst the minority populations has increased steadily, whereas that of the white has decreased. Although the minority group has been identified as economically disadvantaged, the student population has been increasing. Among the economically disadvantaged, Hispanics have the largest number of students in Texas public schools (Schools, 2020). The rate of males and females enrolling for school in the last decade is almost the same, but male students are more than female students.

Thoughts on the Changed Role of the Principal

              Customarily, the school principal is perceived as an advanced teacher, but the administrator is the “fulcrum of change process.” S/he should initiate the blueprint for change. However, the role of Texas school leaders has become complex. Rigid principals and school heads have resigned, citing increased workload and low job satisfaction. The role of a principal has changed because one has to find a balance between differing pressures and interests from the district, state, community, students, parents, and teachers. The school administrator must adapt to the new daunting demands (Hitt & Player, 2019). A Texas school leader depicts dynamic centralism by being the “idea person” who sees new possibilities and actualizes them. Despite having a vision, the Texas principal should have room for revision to prevent conflicts or crises. The Texas school leader requests the teachers to assess and reflect on how they teach students for improved academic performance. The Texas principal is a diagnostician who wants to identify gaps in the professional practice to demonstrate competence. 

           Besides the Texas principal being a teacher, s/he is a “leader of leaders” (Hitt & Player, 2019). The school administrator delegates authority embraces teamwork and decision sharing because s/he trusts the school staff. The Texas school leader understands how the school makes its decisions because s/he is in control of the learning process. S/he is a motivator who lets teachers and students discover themselves without being authoritative. The school leader creates a conducive environment where teachers can work best. School administrators embrace teamwork, cohesion, establishing trust, nurturing, and motivating educators to transform education (Hitt & Player, 2019). S/he does not impose directives without involving the impacted persons. When they encourage participation, teachers acquire new skills and information which is transferred to students. Being a Texas school leader calls for continuous learning because one must identify what works in education for teachers to plan for real teaching experiences. I don’t think that the Texas school leader is merely a record keeper. S/he is the point person who observes everything happening in the school to prevent laxity and manipulative activities from the staff.

                The Texas principal has moved from been a teacher and a manager to have more time for instruction. The professionals are more accountable. The rate of instructional leadership has reduced because principals want to participate in driving improvement. Today, school leaders have clear goals of improving teaching and learning. They receive regular coaching to enact desirable changes. Herein, they have found a balance between high-quality school leadership and academic success (Hitt & Player, 2019). The leader’s changing role and function force principals to develop new competencies that focus on human capital development, public relations, curriculum, discipline, administration, and pedagogy. Texas principals are stepping up to develop their competencies and meet the increased expectations. They want their instructional involvement to drive the desirable change.

Pedro Noguera, the “Thought Leader.”

           Although I was introduced to Pedro A. Noguera to learn from him, I seek to emulate him. However, I am not fortunate enough to be called a thought leader. Pedro earned the attribution as a thought leader because he is the go-to expert for education matters. The scholar inspires many leaders or people who want to take leadership positions in the future. His message of ending poverty education prompts teachers to reform the school (Noguera & Wells, 2011). I consent to his utterances that people have normalized failure. I do not admit that lack of achievement or success is normal because someone was responsible for the failure. Rationalization of achievement is an indication of troubled leadership. Individuals should accept change because it comes with opportunities that can be taken advantage of and new developments produced. Pedro insists that leaders should identify areas of deficit and need so that needs of students are met. As a thought leader, I should focus on the “whole child” (Blankstein, Noguera, & Kelly, 2016). Education is influenced by many factors such as health, security, nutrition, and housing. For continuity of learning, the student should be guaranteed the mentioned factors.

            Nevertheless, students need parent or community contribution/support/facilitation for increased performance. I have realized that schools and teachers should not work in isolation or compete with each other. Cooperation between stakeholders and other learning institutions is essential for educational success. I look forward to an education structure free from segregation, and anyone can access quality education. Consistent with Pedro A. Noguera, education should be expanded beyond the school, whereby parents have to collaborate with the school and the community to offer life skills lessons (Blankstein, Noguera, & Kelly, 2016). I support Pedro A. Noguera’s call for collective action. Leaders, educators, community, and administrators not only know student’s needs, but they also have the solutions to solve the deficiencies. All patrons should work together to offer teaching, instruction, and guidance for improved results. It doesn’t matter the position one holds because s/he can influence the education scope. Anyone can act as a leader so long as s/he makes the right educational decisions. The conditions should be appropriate for learning while teaching skills should match student’s needs (Noguera & Wells, 2011). Leaders should maintain the right priorities by focusing on teaching and learning. However, they should center on applying high-quality education. Also, students should find the teacher prepared. As a leader, I should be ready to advocate for the rights of my students (Blankstein, Noguera, & Kelly, 2016). As an avid supporter and defender of education, conflicting interests should not affect the quality of education. Leaders should bridge differences, encourage healthy debates, which will foster education reforms. 

Conclusion

               School leader roles have transformed from teaching and managing to encompass many functions. Today, Texas principals are actively involved in creating an enabling environment and shaping up conditions for teaching and learning. An Agile school leader should be prepared for change and ready to deal with students from different races and economic backgrounds. By depicting dynamic centralism, the school leader will solve conflicts, encourage diversity, and have an understanding of how the learning environment should be. Moving forward, principals should have time for instruction, motivate, and nurture educators and learners. Also, I learned that you don’t become a thought leader overnight. One earns the attribution based on his/her positive influences. Not only do school leaders know the needs of their students, but they also have solutions to their problems. Even with collective action, everyone must know his/her role to meet the student’s needs. In preparation for Principalism in Texas, I look forward to learning new competencies and embrace diversity. I want to be conversant with human capital development, public relations techniques, curriculum, discipline, administration, and pedagogy to give strategic direction in the school system.

References

Blankstein, A. M., Noguera, P., & Kelly, L. (2016). Excellence through equity: Five principles of courageous leadership to guide achievement for every student. ASCD.

Hitt, D. H., & Player, D. W. (2019). Identifying and predicting effective leader practices: Examining principal experience and prior roles. Leadership and policy in schools18(1), 97-116. https://doi.org/10.1080/15700763.2017.1384502

Noguera, P. A., & Wells, L. (2011). The politics of school reform: A broader and bolder approach for Newark. Berkeley Review of Education2(1). https://doi.org/10.5070/B82110065

Schools, T. P. (2020). Enrollment in Texas Public Schools. https://tea.texas.gov/sites/default/files/enroll_2019-20.pdf