Vision For Teachers



Method of Vision Attainment statement

Andrea P. Roberts

ED7901 – Internship for Educational Administration I

Capella University

420 Decatur Ave.

Orange, Texas 77630

Telephone: 409.350.2443

Email: aroberts15@capella.edu

Instructor: Dr. Phil Corkill

Abstract

This paper will discuss the method of vision attainment. It will focus on the following points: (1) How to move an organization toward the vision; (2) The decision-making process for the development of the vision; (3) The principal’s role in encouraging change; (4) The principal’s role in initiating change; and (5) The principal’s role in providing support during change.

Introduction

The vision for an educational environment supplies a foundation for quality education which guides students in achieving positive social interaction in a supportive environment that fosters students to reach their highest potential. The school environment believes that by empowering stakeholders, every child can and will learn. The vision sets the tone for the students, teachers, staff, parents, and community.

How to move an organization toward the vision:

School climate characterizes the organization at the school building and classroom level. It refers to the “feel” of a school and can vary from school to school within the same district. While an individual school can develop a climate independently of the larger organization, changes in school culture at the district level can positively or adversely affect school climate at the building level. School climate reflects the physical and psychological aspects of the school that are more susceptible to change and that provide the preconditions necessary for teaching and learning to take place (Best Practices, 2004).

To bring about change in the climate of a school environment, the administrative staff must express a clear sense of what they are trying to achieve – a shared vision. To be effective, the vision must bridge the gap between the future people perceive for themselves in their own personal and work lives and the larger school vision. The complexity of a school environment makes the process of creating and managing vision particularly challenging. Holding an in-depth consultative process is one way to develop a shared vision, this may actually create an environment where motivation for change is inhibited as individuals’ personal visions are stifled or lost in the process. Another way to create a shared vision is for a school’s leader to make the connection between individual and school visions by acting as the steward of the vision. This is done through a process of dialogue and communication that acknowledges that the broader school vision needs to be responsive and connected to the personal visions. The key is to get the staff to “buy-in” to the vision and get on board.

The decision-making process for the development of the vision:

The administrator on the campus ultimately has the responsibility of making decisions regarding the development of the vision. However, successful and effective administrators will incorporate members of his/her staff to make this process happen. Using the teaming approach is always effective because it involves collaboration and teamwork. A visionary leadership increases efficiency by moving decision-making practices and responsibility to the frontline. An effective leader will give the staff the opportunity to develop quality decision-making skills and learn to trust them. When quality decisions are made, the school environment will be successful, and the vision will be attained.

The principal’s role in encouraging change:

The principal’s role in encouraging change is one that involves, firstly, the understanding of the change process. The educational leader must have personally experienced change and the change process. Through experiencing the change process the leader identifies with the personal struggle faced by members of his organization (Calabrese, 2002). Secondly, the principal evaluate and utilize the drivers or motivators of change. The drivers of change include: assessment, challenge, and support. The assessment identifies the strengths, weaknesses, and developmental needs. The challenge is taking people or participants out of their comfort zones buy facing them with new experiences and developing new capacities in the process. The support provides the individuals with the motivation and belief that they need to learn, grow, and change (Gray, 2009). The principal’s job is to give the staff a sense of confidence in the change that will be implemented, which leads the initiation of the change process.

The principal’s role in initiating change:

The principal’s job is clearly to facilitate change in the educational environment. He or she must lead by example. The principal will not only encourage the staff to buy-in and actively participate, in the change process, but should take the lead by modeling and or providing examples of how the change will be implemented and the benefits of its implementation. As educational leader, the principal is the guiding force of change in the educational environment.

The principal’s role in providing support during change:

The best way for principals to provide support during change is to create conditions that promote the growth and development of the professionals within their schools. They should also focus on the people who are expected to make the change. They can be the driving forces of the change process within any organization. Actually, it can be noted that organizations do not change, only individuals change. It is only when enough of the people within an organization change that the organization can be transformed. The principal’s role in this process is to supply the resources, supplies, and materials needed to successfully implement the change. This can also be shown by providing staff with time to meet, modeling collaboration in their dealings with others, and asking teams to provide periodic updates on the results of their work. By allowing an adequate amount of time to implement change, and understanding the challenges of the process, the staff will feel the support offered by the administrator, and will be more willing to comply to the process.

References

Best Practice Briefs (2004). School Climate and Learning. Vol. No. 31., December 2004.

Retrieved June 3, 2011 from

Calabrese, R. L. (2002). The Leadership Assignment: Creating Change. Boston, MA.: Allyn & Bacon: A Pearson Education Company.

E-Lead. Leadership for Student Success. Retrieved June 3, 2011 from



Gray, C., & Bishop, Q.. (2009). Leadership development. Journal of Staff

Development, 30(1), 28-30,32,78.  Retrieved June, 2011, from ProQuest

Education Journals.

Perrault, R. (2011). The Visioning Process in a Secondary School. Retrieved from

SEDL (2011). Advancing Research, Improving Education. Leadership Characteristics

that Facilitate School Change. Retrieved June 2011 from



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