The Most Appropriate Principal for a School, Essay Example

Abstract

This case study relates a situation whereby difficulty is encountered in choosing the most appropriate principal for a school. After screening of potentially capable individuals the school superintendent selected Kevin Gates as he most suitable candidate for this position. Kevin brought to the position a wealth of experience as chair of the history department, over twenty years of teaching practice and a forty- five year old man. At this age Kevin was equipped with qualities of being a great people person with excellent social skills among teaching colleagues.

However, while these attributes were valuable as a history chair being principal required more administrative techniques beyond being able to mingle with the crowd. Now it is managing them. The relationship is uniquely different. It was not long before staff as well as fellow administrators in the teaching profession realized that, Kevin would need training in application of management techniques even though serving as Union representative for teachers in his district for many years. His great challenge lay in Dennis Kelly who was a Union opponent during Kevin’s tour of duty as chair.  Despite these obvious irregularies confronting Kevin’s leadership his goal was making a great frist impression that is lasting as well as improving student’s performance.

Introduction

This case study response embodies an asessment of Kevin Gates leadership style with respect to his function as school principal. Principally, explanations relating to the relevant facts, overarching problem, related issues and relevant data necessary for an action plan will be thoroughly addressed. Finally, an action plan attempting a resolution to issues facing Kevin Gates in demonstrating administrative functions will be proposed.

Assessment of Case Study

Assessment of this case study will be conducted by applying the A-PIE framework. This encompasses A – Assess, P-Plan, I- Implement and E- Evaluate (Gorlewski, Gorlewski & Ramming, 2012).  In the A-assessment framework strategy answers to three questions are required:

What are relevant facts?

These relate first to a human resource system with limited recruitment strategies or protocols. Experts have contended that if any agency is going to recruit staff an established model must be used. This model encompasses steps inclusive of designing recruitment objectives; creating a recruitment strategy, outlining how the process is to be conducted and evaluating the final product or production. An organization must consider the amount of positions needed to be filled.  It also means attempting to attract applicants with the most relevant education and skills needed to fill positions in the organization.  The   technique to fulfill this requirement is developing a distinct job description for each position. Also, the date which, vacancies are to be filled is required on the recruitment objective list (Breaugh, 2009).

From facts presented in this case study none of these procedures were considered during the recruitment process. It would appear that Kevin was a handpicked appointment screened by the performance of previous principals. According to I SLLC standards useful guidelines have been developed to inform and guide policy and practice in education. This should include the recruitment procedures are conducted in a school district. The contention is that previous ISLLC Standards versions did provide a specific policy framework for education leadership. This embraced regulating practices in 45 District of Columbia states. It is the desire and conviction  of  ISLLC initiators  that this 2014 Standards portrait eventually emerged as the  North Star  guide posts for twenty-first century education leadership  professionalism (. However, according to facts presented (Hackmann, Schmitt-Oliver & Jaclynn 2014).  in this case study much more guidelines are needed in human resource leadership management in education.

What is overarching problem?

Consequently, the overarching problem apparently surfaces as an appointment to a position with limited knowledge on specifically the functions of a school principal. Kevin was never an under-study to a successful principal. He has no principal experience. As such, the recruitment problem overlaps into the placement of a principal who now has no leadership foundation and is reqired to function initially through trial and error. A very risky decision to make (Fullan, 2014)  Importantly, during the initial stages of the appointment no one is mentoring him into development of his roles since there was no job description. From the case study report Kevin did not undergo a period of orientation during his first few weeks of being principal. Therefore, overarching him is insecurity, which is compounded by his Union reorientation opponent Dennis’ highlighting of his weakness to be confrontational as a leader due to previously functioning as social – people –person centered   individual ( Case study, 2014).

What are related problems?

Related problems encompass his actual functions as a leader. He begins his tour of duty calling staff together for a briefing upon being the new principal. He hopes to make a significant first impression in gaining support of staff and higher administration, which already appear to be non-cooperative with his new goals

The P-plan answers, what data will I rely on to build your action plan

Obviously it will encompass the past performance of school principals from whom Kevin has taken office. In the case study it was revealed that previous principals never offered concrete data pertaining to students’ performance. The superintendent advanced that within the next three years Kevin was expected to improve students’ performance in the secondary school‘s programs. Precisely, the necessary data in designing this action plan entails gathering information about the schools achievement through various principals and how my leadership platform coincides with the data retrieved.

Action plan

This interprets the I-implementation and E – Evaluation of the A-PIE framework.

Overarching Goal for the Plan: To design an appropriate orientation program for Kevin

Objective 1: To enable Kevin’s smooth transition into his new leadership position

Objective 11: To enhance Kevin’s aptitude level as a principal of distinction in achieving his desire for improving students’ performance

Conclusion

The foregoing response outlined issues a new recruit Kevin Gates encountered in his recruitment process as well as first days on the job. A comprehensive action plan was designed to facilitate smooth transition into the new leadership position and sustenance of professional leadership growth.  The A-PIE framework was utilized in this assessment.

References

Breaugh, J. (2009). Recruiting and attracting talent.  SHRM Foundation Fullan, M.(2014). Leading in a Culture of Change. Jossey-Bass

Hackmann, D. Schmitt-Oliver, D. & Jaclynn C.(2014). The Standards-Based Administrative Internship – Putting the ISLLC Standards into Practice.PDF

Gorlewski, J. Gorlewski, D., & Ramming,T. (2012).  Theory into Practice: Case Stories for School Leaders. Springer