Educational Leadership and Policy

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منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون /Unit 1: (Writers and stories) Lesson: 1



A brief Summary for:




 Researching Task
                      

Title


           Educational leadership

                             and

Policy







My Researching


Project


book binding png - Thesis Book Cover | #2882886 - Vippng



in



Educational leadership


and


Policy 
 



Corresponding Authors:


1-Mr. / Girgis Hanna, the senior researcher.


2- 3 of my assistant Colleagues.




Editor


Edited by: Mr./ Girgis Hanna Haroun





Supervisor:

Senior and public supervisors of English in Egypt.




The site published on:

www.bchmsg.yolasite.com




Subject:

Educational leadership and policy


What Does Leadership in Education Mean to You? - National Council of  Teachers of English


Online since :  2017




Affiliation:

The Ministry of Education in Egypt.


 


Educational Leadership


Abstract


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.


Master of Education (M.Ed.) in Education with a concentration in Educational  Leadership - JMU


But change is predictable. You can anticipate how

people will respond, and what you need to do to

 engage them positively. You can plan, prepare,

and handle the resistance that will certainly come.

To do that, you need practical tools and models.



This thesis has been written on commission by me,


 Girgis Hanna Haroun, a supervisor of English at


 high schools and colleges in Egypt.



Several preliminary interviews made us very interested

 at the situations at schools and helped us to formulate

 our research question: “How do 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.




 Distribution of leadership to include teachers, parents,

and district staff is needed in order to improve student

achievement. Districts provide human and financial

resources to assist schools in achieving

 district-established directions.


Districts hold principals accountable for implementing

 and following up on what is learned during

district-sponsored professional development.


 



Research Content



Impact of Educational Leadership on Effective Educational Management in  Higher Education Institutions of Pakistan | Semantic Scholar




1-Introduction



1-The Research Vision, Mission and Objectives

The vision is (Developing our Education system)..

The mission is Doing research theses

The Objectives are:Solving problems that arise from

 educational leadership which creates conflicts inside

 the education organizations and the educational policy itself.



2-A problem needs a solution

 We faced a problem that needs a an urgent solution.

The problem is: We, the researching group, noticed

 that the learning outcomes of high schools and

colleges are low.

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.




3-Reasons for the research:


The reason for doing such research is that I and

 my colleagues noticed that some organizations did

not work as efficiently as they could, and senior
 managers have encountered various problems.

Complaints were numersous. People worked in

 terms of only firm accountability and punishment.



There was no vision, no mission, no ogjectives,

 no team work, no love or respect and no good

performance. We have been asked to estimate

the situation, analyze it, and come up with

solutions which could increase efficiency and

 productivity; in other words, increase

organizational performance. After preliminary

interviews with the senior managers and teachers

at schools, we have identified our areas of the

interest: organizational structure, leadership,

and communication.



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.




4- The researching questions:


How do organizational leadership, and communication

 affect productivity and efficiency of schools and educational

organization?

How we make education organizations perform

well and learning outcomes high?



5-The problem solutions

Employers and employees must learn academically

 and practice actually the roles played by leadership,

 organizational culture, motivation and commitment.



6-Objectives:

Education Policy Drives Social Change. ...

 Policy Studies track prepares educators and other

professionals to serve as leaders in education

 organizations. Students gain the knowledge and

 skills in leadership, policy, law, economics, and

research to effectively administer education programs

 and policies at all levels.


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.



The Educational Leadership and Policy (ELP) program

 is devoted to the study and development of policy,

 leadership, change, social diversity, ethics and values

 in PK-12 education. It is designed to develop thoughtful

 and highly skilled educators, administrators, policy

analysts, and academic practitioners.


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.



 



2-Materials and Methods



In order to find out the answer to the research question

 and to fulfill both purposes of the research, we have

conducted a qualitative research.We used types of

qualitative research methods like an in-depth interview,

 focus groups, ethnographic research, content analysis

 and case study research that are usually used.



This has been done by interviewing twenty schools

managers and 20 educational leaders or administers

beside 50 teachers and senior teachers working at

schools and education zones and supervision.



We have tried to talk to representatives of different

 layers of the organizations to make our research

complete. These semi-structured interviews resulted in

 qualitative data, which had been processed and

analyzed using coding technique.




Our research used 2 methods:


One of academic character, and one of practical

character.


1-The academic purpose is in investigating relationship

 between organizational structure, leadership, and

 communication and organizational performance,

 i.e. efficiency and productivity.



2-The practical purpose is in giving analysis-based

 recommendations about possible ways to increase

productivity and efficiency to our educational

organizations.



3-We used interviews, lectures, debates, experiencing,

 observations, analysis, synthesis, assessment,

 feedback and evaluation.



4-We held workshops, modeling, training units authentic

 field practice in actual fields and we assessed, followed

and evaluated what we recommended academically

 before. It took 3 months to conduct our experiences

that we acquired from our professors in East Anglia

University, England.


 



  3- Main Findings / Results


The results section is where I reported the findings of

my study based upon the  methodologies I applied to

gather information. I used case studies, interviews and

 gathered data at the organizations of schools,

 educational associations and zone.



Findings and results:


Learning, teaching and learning are integrally
connected. Leadership can play a key role in improving
learning outcomes of learners by setting strategic
direction and goal, influencing teachers’ and facilitators’ behaviors and motivations, mobilizing resources and support for institutional development and keeping teachers/facilitators and learners focussed on teaching and learning through monitoring, support and guidance,




Effective learning is the outcome of effective leadership. Education systems should have appropriate policies and programmes to develop educational leaders who embrace /learning’ at the core of their leadership role, what is referred to as learning leadership. The hallmark of good leadership in education is to take responsibility and accept accountability for learning.



Educational leaders have traditionally focused on management roles such as planning, budgeting, scheduling, maintenance of facilities, teacher evaluation, etc. Research in education has shown that a particular type of leadership that makes a difference in learning is instructional leadership or learning leadership, where leaders are intensely involves in curricular and instructional issues that have direct bearing on learner achievement.



Learning leaders are those who prioritize teaching and learning at the top of their priority, promote the culture of continuous learning, use evidence or data on learner achievement to make decisions and set priorities. These leaders are consistently focused on the core technology of education, which is learning, learner support, teaching, teacher support, curriculum, learning materials, assessment, feedback and improvement.
We wrote a report that included our data, solutions and
recommendations we presented.


Our teachers, senior teachers, schools managers

 and education organizations leaders learnt the

relation between education and development through

  the key findings and secondary findings we presented.

I will Present a result and then explain it, before

presenting the next result then explaining it, and

 so on, then end with an overall synopsis.

 This is the preferred approach as I have multiple

results of equal significance.  It is more common in

 longer papers because it helps the reader to better

understand each finding.



Finding result   1 :



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.



Finding result   2 :



The difference between educational leadership

and management:

Educational management and educational leadership

 are central concepts in understanding organizing in

educational institutions but their meaning, the difference

 between them and their value in educational organizing

remain the subject of debate. In this article, we analyze

 and contrast the two concepts.


We conclude that educational management entails

 carrying the responsibility for the proper functioning of

a system in an educational institution in which others

 participate. Carrying a responsibility of this kind is a

state of mind and does not necessitate actions, though

 it typically and frequently does.


In contrast, educational leadership is the act of

influencing others in educational settings to achieve

goals and necessitates actions of some kind.

 



4- Results / Secondary


Findings


 I will Present a secondary result or finding and then

 explain it, before presenting the next result then

explaining it, and so on, then end with an overall

synopsis.



This is the preferred approach as I have multiple

 results of equal significance.  It is more common

 in longer papers because it helps the reader to better

 understand each finding.



Secondary Finding result   1 :




Policy leadership and


complex social change




An investigation of leadership for school improvement


and student achievement would be incomplete if it did


not attend to the role of the states.



Over the past three decades, the states have played


 an increasingly active role in promulgating policies to


promote change in the education systems for which


they have constitutional responsibility.



In addition, policy makers and educators have viewed


policy initiatives in light of their obligation to foster


economic growth and social goals.



But in matters of K- 12 education, the United States

has a long tradition of local autonomy, and muscular

new efforts to launch systemic reform have not always

been received with enthusiasm by schools and districts.



 Leadership at the state level entails dealing with


policies and practices that may seem far removed from


people whose interest in schools is immediate and


concrete—individual students and parents, for example.


State-level leaders are charged with formulating policies


that will frame practice in districts and schools more


broadly, according to the public interest, and to provide


 incentives and sanctions for local implementation of


 those policies. Tensions have been inevitable in these


 efforts, which have left no state untouched.



How might these efforts be characterized? Scholarship


about the relationship between policy leadership and


complex social change presents three main images.


A technical policy perspective is found in most policy


analysis texts; it is generally associated with rational


 choice models. Policy leaders should, according to this


perspective, focus on rational choices to be made once


a policy issue is on the agenda. Another image


emphasizes a political perspective, focusing on a


naturalistic explanation of how policies are made.


The indeterminate nature of leadership in the course


 of policy making, and the slippage that occurs as


policy refinements accrue during implementation,


help to explain how policies succeed or fail. Particular


 instruments used to reformulate policy are less


important, according to this perspective, than


understanding how a particular policy issue got the


governor‘s or the legislative


 committee‘s attention in the first place.


A third image, the practitioner perspective, emerges


from studies of public sector administrators; it examines


 the tendency of administrators to seek flexibility and


autonomy in interpreting policies, and ways in which


this tendency affects the broader process of change.

 



Secondary Finding result   2 :


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.


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

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.

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.

 



5-Discussion


Effective Leadership Styles in Education - YouTube



The purpose of the discussion is to interpret and


 describe the significance of our findings in light of


 what was already known about the research problem


 being investigated and to explain any new


understanding or insights that emerged as a result of


our study of the problem.


 DISCUSSION provides the explanation and


interpretation of results or findings by comparing with


the findings in prior studies. Then, I can say that:


compared to the previous study about (Educational


leadership and policy), I say that my research is


different .



My research recommended the following:



Implications for Practice



School improvement requires the participation of all

leaders.

Our findings complement those of Part I, where

 distributed leadership effects on student achievement

 were among the most significant. In most states,

there are few forums for creating dialogue that might

influence how people at all levels make sense of state

 standards, tests, and other measures of student

development.



 



5 Effective Leadership Styles in Education | ECU Online


   6-Limitations


Here are 5 challenges facing leaders in

education and the opportunities that could

 enable them to turn things around for their

proud institutions. 

 



Challenge #1 Transitioning from



Faculty to Management




Leaders in education face a dilemma as

they advance in their careers – to lead in

 the classroom as educators or to lead in

 the institution as administrators. Do they

have to choose one over the other? Is it

possible to do both and do them well?

Most definitely. 

 


There is a tremendous opportunity for

teachers to leverage classroom techniques

such as effective study skills, course design,

 planning and rubrics, to lead successfully

in the business side of education.  

 



Challenge #2 Investing in



Leadership Education



It is ironic that educators are missing out

on their own leadership education. When

learning opportunities are abundant and

accessible, it is easy to put them aside.

Teachers urgently need to commit to their

own education success to stay relevant

and ahead of competition. 

 



Challenge #3 Responding to the



Threat of Disruption




As self-paced, individual learning rises,

educational institutions are under threat

of being disrupted. All members of the

education sector, whether teacher,

administrator, researcher or policymaker,

are challenged to innovate the old business

model and find new ways to deliver value.

 

 

Challenge #4 Shifting focus on the



 Customer-Experience




Education can take a page from the

playbook of commercial enterprises in

creating lasting customer relationships.

Future leaders in education must be

customer-focused in order to succeed –

dedicated to serving life-long learners and

catering to their evolving wants, needs and

preferences.  

 


Challenge #5 Collaborating with



Businesses




Education is not currently fulfilling the

qualified, skilled labor that today’s

businesses demand. According to a 2018 EY

study, more than half of Australia’s employers

say that degrees in management are not

worthwhile. 

 



By partnering with businesses, leaders in

education will be able to effectively design

content and produce exceptional, job-ready

candidates.



Top 10 Characteristics of Awesome 21st Century School Leaders - Think  Strategic for Schools



Other Limitations:



 “The empirical results reported herein should be


 considered in the light of some limitations.”



1-Time constraints


Just as researchers have deadlines


to turn in their class papers, academic


researchers also must meet the deadline for


submitting a research manuscript


to a journal.



Therefore, the time available to study


 a research problem and to measure


change over time is constrained by the


deadline of my “assignment.” I should


have Made sure I choose a research


problem that I will be able to complete


well before the assignment’s deadline.


If time constraints negatively impacted


 my study in any way, acknowledge


this impact by mentioning a need for a


future study (e.g., a longitudinal study)


 to answer this research problem.




2-Conflicts arising from cultural bias


and other personal issues




Researchers might be biased views due to their


 cultural backgrounds or perspectives of certain


phenomena, and this can affect a study’s legitimacy.


Also, it is possible that researchers will have biases


 toward data and results that only support their


 hypotheses or arguments.


In order to avoid these problems, the author(s)


of a study should examine whether the way the


problem was stated and the data-gathering process


 were carried out appropriately. I found a difficulty ,


but I did it .



3-More study:


I suggest additional studies in the future as the subject

of my research is of a national importance to my great

 country. Leading a multicultural team is very important.


 





7-Conclusion


Leadership Excellence Certificate | UMass Online Catalog




In conclusion, I provide a brief conclusion that ties each

 of the findings together and provides a narrative bridge

 to the discussion section of the your paper.

We reached to the objectives we set before and the

 vision we dreamed of through implementing our

mission, goals and objectives.


Through conclusion, I give my recommendations.

All people at any organization should know and

 practice their work according to the organization

principles, values, vision, mission, goals and

objectives. All people became loyal to their

organization in terms of proper leadership, right

educational policy, communication, responsibility,

tolerance, understanding, good relation,

teamwork,love, respect, the ideal atmosphere that

paved the way to creation and innovation.


Also, the leaders worked in terms of communication,

sharing, rewards, listening to complaints and speaking,

 justice, responsibility, equality, solving problems,

Democracy, commercial awareness and technical

skills.


     
Finally, the conceptual model draws attention to the

fact that successful school leadership must be

understood (and studied) in terms of its particular

context. The instructional management role of the

principal. Educational Administration Quarterly.

Schools are embedded in particular community and

institutional contexts.



Scholars have elaborated on this understanding of the

‘context for leadership’ by calling attention to ways that

socio - cultural norms and institutional structures vary

from nation to nation .Contrasting effects of

instructional leadership practices on student learning

 in a high accountability context. Journal of Educational

 
Administration.


 


  
8-Acknowledgements



I would like to express my very great


 appreciation to those people who helped


me during my work on this thesis.


They gave advice and assistance in


keeping my progress on schedule.



I would like to express my very great


appreciation to Dr Rod in East Anglia


University for his valuable and


constructive suggestions during the


planning and development of this


research work. His willingness to give


his time so generously has been very


much appreciated.



I thank:


(The Main supervisor,The Second


supervisor,


The Other academic staff in my


department.


I want to thank my people in charge of


 the education system in my country for


 Funding and inviting me to work on this


project.



I would like to thank the schools,


companies, associations and other


educational associations for the


ir assistance with the collection of my


data :  personnel of schools


I wish to acknowledge the help provided


by my public supervisor for his help,


guidance, and advice in times when I


needed it most.



I am particularly grateful for the


assistance given by my professors


in East Anglia University for their general


 supervision and general administrative


support.



My special thanks are extended to the


staff of my team for their writing


assistance, technical editing, language


editing, and proof-reading.”



Finally, I wish to thank my parents for

their support and encouragement

 throughout my study.


 



9-References



1-Some texts from publications of my


professors in East Anglia University,


Norwich, Norfolk, England, UK.


2-Some quotations from online sites.


3-Some recommendations, guide and


 advice from my colleagues who worked


 with me collaboratively and shared in


collecting data, analyzed them and


synthesized them  .




 


Other Researching


Projects:


1-Leadership and Culture.



2-Education and development



3-InterculturalCommunication




4-Edu.&sustainable development  




5-Language

communication  




6-Homogeneous VS  Heterogeneous





7-Learning/Pedagogy Assessment




8-Diverse and

multi-cultured

learners


Forum 52, Number 1 Cover

 
English Teaching Forum 2014,

Volume 52, Number 1


1- A Framework for Integrating the


Internet into ELT




2-Dynamic Song Activities for Song


in the EFL Classroom




3-Digital Stories: A 21st-Century


Communication Tool




4-Back Translating




5-Birding—Fun and Science




6-Classroom Activities



7-The Lighter Side: "Bird Logic"      



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