Week 3 Initial Discussion Post
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Lamar University *
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5311
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Communications
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Apr 3, 2024
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docx
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Week 3 Initial Discussion Post
Discussion Prompt:
Identify aspects of the problem in Case Study 1 (see required readings) as they relate to the Foundational Leadership Competencies 1 – 6. Use the analysis questions that follow each of the Foundational Leadership Competencies 1 – 6 in the textbook, School Leader Internship (pp. 35-42), as a guide.
Write in narrative format (paragraphs) - not bullets/listing.
1.
Developing trusting relationships
2.
Leading in the realization of the vision
3.
Making shared decisions
4.
Communicating effectively
5.
Resolving conflict and issues
6.
Motivating and developing others
Be specific and include evidence from Case Study 1.
According to Dr. Fong, trust is the most vital element in effective communication and holds all relationships together (n.d.). Mr. Rogers faces a challenge in developing trusting relationships, particularly with the faculty. The case study suggests that some teachers had been at the high school for at least 15 years, indicating a well-established staff with potentially entrenched perspectives. The lack of trust is evident when Mr. Rogers' proposal for an Early College High School (ECHS) was dismissed by department team leaders. Their resistance demonstrates a lack of trust in the principal's vision for the school. Additionally, the varying reactions from teachers during the faculty meeting, with some defending the students and others challenging the accuracy of the report, highlight a lack of cohesion and trust among the staff. Mr.
Rogers will need determined efforts to prove to his staff his reliability, honesty, and character (Martin, 2019). He needs to work on construction and nourishing that trust with his teachers and staff (Martin, Danzig, Flanary, & Orr, 2022). A leader’s goal should be to move the school and all of its members to a new vision (Martin et al., 2022). Mr. Rogers faces resistance in leading the realization of his vision for the school. Despite recognizing the need for change in the curriculum, he encountered opposition from department team leaders who discouraged the idea of partnering with the community college for an ECHS. The resistance indicates a challenge in aligning the school community with the principal's vision. The lack of progress in implementing hands-on activities and the minimal resources in labs also reflects a gap between the intended vision and the current reality of the school (Martin, 2019). Mr. Rogers needs work on providing leadership for the vision,
articulation, and support. He needs to make sure the vision he has for the school is clear on how he expects the school should be functioning and, in the future (Martin et al., 2022). The case study suggests a lack of shared decision-making within the school. Mr. Rogers' previous proposal for an ECHS was rejected by department team leaders, indicating a top-down decision-making process. The absence of collaborative decision-making is further highlighted during the faculty meeting where teachers have diverse opinions about the college readiness of LHS students. The principal's distribution of the State Accountability Assessment System Comparison Group Campus information seems reactive rather than part of a collaborative decision-making process (Martin, 2019). Mr. Rogers does a good job with seeking relevant data but he needs to work on involving others input and collaboration. A collaborative model will help
increase the buy-in and support for his vision (Martin et al., 2022). Effective communication is a challenge in the case study. Mr. Rogers learns about the concerns from Mr. Jones about college readiness indirectly, creating a communication gap. During the faculty meeting, the varying reactions from teachers indicate a lack of clear communication regarding the expectations and standards for college readiness. The differing perceptions among teachers about the reasons behind students' lack of interest in college suggest a need for more transparent and open communication (Martin, 2019). Mr. Rogers needs to reflect
on the design and management of how this information was communicated to his teachers and how their responses were communicated to him (Martin et al, 2022).
The case study highlights potential conflicts between Mr. Rogers and the department team leaders who opposed his proposal for an ECHS. The differing views among teachers about the accuracy of the report and the reasons behind students' college struggles also indicate potential conflicts within the faculty. Mr. Rogers needs to address these conflicts constructively to move the school towards his vision of improved college readiness (Martin, 2019). Mr. Roger needs to create a time the teachers collaborate and use problem-solving strategies to solve this issue at hand (Martin et al., 2022).
Motivating and developing teachers to align with Mr. Rogers' vision is a significant challenge. The resistance from department team leaders indicates a lack of motivation to embrace change. The varying opinions among teachers about the students' interest and readiness for college suggest a need for professional development and motivation to collectively work towards improving college readiness (Martin, 2019). Mr. Rogers must find ways to inspire and develop the faculty to engage in initiatives that enhance student outcomes (Martin et al., 2022).
In summary, the case study highlights challenges related to trust, leadership vision, decision-
making processes, effective communication, conflict resolution, and motivating students and staff. Addressing these aspects is essential for creating a conducive environment for improving college readiness at Landon High School.
References:
Fong, D. (n.d.). Foundational Leadership Competencies
[Video]. Blackboard. https://luonline.blackboard.com/ultra/courses/_203758_1/outline
Martin, G. E., Danzig, A. B., Flanary, R. A., & Orr, M. T. (2022). School leader internship: Developing,
monitoring, and evaluating your leadership experience (5th ed.). Routledge.
Martin, G. (2019). Case study 1
. Lamar University. https://luonline.blackboard.com/ultra/courses/_203758_1/outline
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