My Researching

Project

in

Educational leadership

    Change is an inevitable part of organizational life and if you have any leadership role, you'll soon be called upon to help lead it. But, we often fear change. This leads to resistance. So, managing and leading change is a challenging role. It will take you outside of your comfort zone and beyond your existing management and supervision tool-set.

This thesis has been written on commission by me, Girgis Hanna Haroun, a supervisor of English at high schools and colleges in Egypt.

we Improve student outcomes, particularly in chronically under performing schools that disproportionally serve poor and minority students, is a national priority.

  The findings of our research revealed that this researching study is designed to develop thoughtful and highly skilled educators, administrators, policy analysts, and academic practitioners.

Leadership is more distributed for practices aimed at "developing people" and "managing instruction" than it is for "setting directions" and "structuring the workplace."Leadership is a virtue of leading people through encouraging them. Management is a process of managing the activities of the organization.

Research Content:

It has been known for decades that teachers can have a profound effect on the students they teach.

Education policies can make a significant difference in a teacher’s work, which in turn affects their students. When expert teachers are actively engaged in the development of education policy and initiatives, achieving the intended outcomes and avoiding unintended consequences is more likely.

  The teachers worked individually without any collaboration with their managers or school leaders. Teachers didn't like change. They used traditional method of teaching like the GTM method. Learners were just listeners or stores waiting for being filled with some information that were learnt by heart.

Learners knew nothing about any critical thinking like practice, analysis, synthesis, evaluation, imagination, creation or innovation. They didn't use technology in learning. There were no meeting areas between the organization managers and the people who  working with them.

The organizations had managers of instructions and orders not leaders that could lead the education process forward through the leading skills that the leader should practice and apply.

    The Policy Studies track prepares teachers and other professional to serve as leaders in organizations - including federal and state education agencies, school districts, and nonprofits - that implement education policies and programs.

In addition to leadership, policy, legal, economic, and research skills, the track emphasizes the data analysis and performance management skills needed to administer education programs and policies.

      Educational Leadership and Policy Studies (ELPS) program gives you the tools to tackle challenges at all levels within an educational system, whether you are an aspiring principal, district leader, or policy maker. Build critical skills through intensive academic and field-based experiences.

Why Leadership and Policy?

Improving student outcomes, particularly in chronically  under performing schools that serve poor and minority students, is a national priority. To address this imperative, state and national education reform efforts are increasingly focused on improving the professional knowledge base and preparation of educational leaders, as catalysts of improvement.

This researching study is designed to develop thoughtful and highly skilled educators, administrators, policy analysts, and academic practitioners. A combination of theory and practice will enable students to tackle the complex challenges of current education policies and procedures.

This program prepares students with the skills, knowledge, and real-world experiences to provide direction within a dynamic educational landscape as superintendents or executive leaders.

This study prepares graduates for many types of school-based leadership roles including the principal-ship, instructional coach, data and evaluation specialist, or program developer. We also prepare graduates for leadership careers outside of schools in roles such as policy analyst, social advocate, or educational entrepreneur.

     Learners will :

• Understand the complexity of the educational system, including the historical, cultural, economic, and social conditions that may affect student learning.
  

• Research the effectiveness of policy proposals and better understand the implementation of existing policies, particularly as they affect outcomes for traditionally marginalized students.
  

• Advocate for the implementation of different approaches to enhance student learning for all children.
  

1. Distribution of leadership to include teachers, parents, and district staff is needed in order to improve student achievement. School and district leaders should, as a matter of policy and practice, extend significant influence to others in the school community as a foundation for their efforts to improve student achievement. Such an expansion of influence to others will in no way diminish their own influence.

1. District-level and state policy makers must assume the responsibility for nurturing principals’ dispositions toward the distribution of leadership. Promoting productive forms of distributed leadership in schools creates new challenges for principals, and without sustained encouragement and support from outside the school it is unlikely to become common practice. Distributing leadership
   
   
   
2. more widely in schools is definitely not a means of reducing principals‘ workload, as has sometimes been suggested; neither is it likely to diminish the principal‘s own influence. This conclusion brings us back to our second point about the need for serious consideration of redesigning principals‘ jobs.

1. Policy makers and practitioners should avoid promoting conceptions of instructional leadership which adopt an exclusive or narrow focus on classroom instruction. Our study suggests that successful school-level leadership involves significant attention to classroom instructional practices, but it also includes attention to other issues critical to the health and welfare of schools. Furthermore, school leaders can have a significant influence on teachers‘ classroom practices through their efforts to motivate teachers and create workplace settings compatible with instructional practices known to be effective.