As per post,
"Focus Area 2: Purpose and Goals
Read:
Supporting Bias-Free Progressive Discipline in Schools, pp.9-15
http://www.edu.gov.on.ca/eng/policyfunding/SupportResGuide.pdf
The Ontario Safe Schools Act: School discipline and discrimination
http://www.ohrc.on.ca/en/ontario-safe-schools-act-school-discipline-and-discrimination
Watch:
Setting Goals, The Power of Purpose
http://thelearningexchange.ca/wp-content/uploads/2017/04/Setting-Goals-The-Power-of-Purpose.pdf
Leadership requires various qualities such as setting directions, building relationships and supporting others. A good leader must be able to help everyone see the shared vision of the school and board, and help identify and communicate the specific, short term goals. In addition, leaders must stimulate the growth of the professional development of the staff, model the school’s values and practices, and build trusting relationships among everyone in the school community.
Each stakeholder in the education system can embody leadership, however, they embody this leadership in different ways. Teachers can embody leadership through their encouragement and support of students. This mentality is designed to get students to grow as holistic learners.
Moreover, leaders are people who develop the school to support desired practices, in the sense that they work to build collaborative cultures and allocate resources in support of the school’s vision. Leaders also work to improvise the instructional program of the school and secure accountability from all team members, by building staff members’ sense of accountability and meeting the demands for external accountability.
From the perspective of an administrator, being a leader means that you help build consensus among all staff in regard to the school’s values and goals. It is important to show the significance of these goals in the sense that administration models these values and has meaningful interactions with the staff, students and parents, in order to further the goals.
From the perspective of teachers and mentors, leadership means understanding that things take time and it is important to be willing to collaborate with others, in order to bring fresh perspectives. It does not mean working on your own to achieve success, but being willing to network, listen to the perspectives of others and support others when they need help.
The development of leadership may depend on the position of the stakeholder; however, the virtue is equally important for each stakeholder.
Post:
State how the reading supports your continued understanding of what leadership means and the purpose. Speak from various lens such as administrators, teachers, mentors etc.
Review and comment on two other postings by your colleagues."
As per discussion,
"Reading can take many shapes an forms, in this particular focus area I feel we are trying to emphasize on the need to develop an understanding of our audience. We need to continually be willing to understand who we are speaking to/with and how to identify with them/as well as help them be able to build an identity for themselves.
Reading goes beyond just the idea of building reading within a community to draw together a need for literacy-sorry reflecting on this question from the Reading AQ I had done in the past-thus why its a bit of a tough one for me to gather tread on, I feel its a fairly obvious question with an obvious answer. When we read we develop perspective. When we model reading we advocate for not just the group we are reading about, but advocating that everyone needs to develop perspective.
Reading is a from of advocacy which is a big connection (I feel) here in this focus area. Reading-what is it really?"
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