Senior and public supervisors of English in Egypt.
The site published on:
www.bchmsg.yolasite.com
Subject:
Educational leadership and policy
Online since : 2022
Affiliation:
The Ministry of Education in Egypt.
My personal statement
1-Good personal qualities
I
am sincere, self-confident, knowledgeable, true,
transparent, patient,
tolerant, active co-operative a
problem solver, and social. I have an
open mind.
I love team work.
Example: I like exchanging opinions and criticism
with my trainees.
2) I share resources:
I
give and take. I advise, guide and help my teachers
to become
successful teachers using active learning
methods that develop learners'
critical thinking skills
instead of the GTM method that depends on
lecturing
and memorization.
3-I communicate skillfully:
I
use my 3 electronic mails, an education website, chat
rooms,
social media like Face book and Twitter, Cell
phone and House phone to give
and take information,
knowledge and help. I am in contact with more than
36,000
visitors from 154 countries all over the world
through my international education site.
4-I manage time:
I
make a "To Do" list or a schedule as an agenda for
my work. I allocate
time for feedback, comments,
criticism and doing tasks and reports.
5- I use more influence and little power
thoughtfully and I implement coaching in my model
lessons presentation. Power can be defined as the
following:“The
authority to change the behavior of
others and make them do things that
they might not
do otherwise.” ... Power forces people to complete a
task, where influence helps them understand why
that task is necessary..
6- I am a savvy negotiator.
In
my workshops, my teachers exchange effective
negotiations and arguments
with me to show me
the gaps or talk about the teaching problems they
face at schools.
7-I manage conflict:
Example:
When conflict occurs within my network, I look for points of mutual agreement to resolve the conflict through.I Create and maintain a bond with my adversary. I establish a dialogue for conflict negotiation.
8-I reward people
Examples:
I encourage better performance,so I reward the people who give a hand, participate, share me my plans and practice.
9-I use open, diverse and networks
Examples:
My trainees are different in ages, experiences,
backgrounds and abilities. Good relations engage
all of them.
10- My skills are diverse:
I
am excellent at listening, speaking, reading, writing
and interviewing
skills. I use these skills when I set
plans to solve the problems of
education,
development and culture in Egypt. I would have a
possibility
to collaborate with teachers and experts in
Reviews of research play a critical but underappreciated role in
knowledge production and accumulation. Yet, until relatively recently,
limited attention has been given to the "methodology" of conducting
reviews of research. This observation also applies in educational
leadership and management where reviews of research have charted
intellectual progress since the field's inception in the 1950s and
1960s.
This paper was framed as a "methodological review of
reviews of
research" in educational leadership and
management.
This literature review
This literature review aims to understand the factors that
influence the
adoption of school leadership policy reforms
and whether there are some
common trends that lead to
policy changes in this area.
A great teacher is like a great artist who uses basic tools to
transform raw materials into valuable assets of society. However, great
artists may not have the best tools or best skills because of their passion and their unique perspective of the
world.
Great teachers are not just ones who transmit information, teach
skills, and help students earn the best grades. They are those who share
their passion for knowledge and curiosity with their students, inspire
the students’ creativity, develop their critical thinking ability, and
prepare them for the complex world they will face after stepping out of
campus.
Teaching is part of the process in discovery and it also
provides an opportunity to learn, where knowledge and critical thinking
are shared by teachers with their students, and enthusiasm and creative
ideas are shared by students with their teachers. Reflecting on my own
experience as student, I am truly inspired by the good role-model of my
mentors and hope to relay this process to the younger generation and to
influence their lives through my teaching and advising.
My
undergraduate major is in teaching English in my country, Egypt. It
provides me with
fundamental pedagogical principles to engage and guide my future
teaching practice in undergrad levels. For classroom teaching, my goals
are not only to give lectures, but to motivate
students’ enthusiasm and encourage discussion and interaction. This
provides students with the skills in communication, critical
thinking and problem-solving, which are necessary training to pursue
future professional careers.
For mentoring student research, my goal is
to guide them in research lab and motivate the students to give their
best efforts. As students come in with different background and
interests, I will provide them with the freedom to explore and to think
about problems in new ways. In the mean time, I will also actively
engage in their projects and guide students’ discoveries. The value of
research advising is so rewarding because we continue generating new
ideas during the discovery process and push forward the research.
The main
question
The main
question driving the study was the following:
what are important reasons
or contextual factors
that have influenced the adoption of school
leadership
policy reforms?
Analysis
The analysis shows that there is an eclectic
set of
research that covers school leadership from different
perspectives. Each tackle the question of school leadership
reform
adoption from different angles.
A policy perspective associates school
leadership reforms
to contextual changes in relation to decentralization, school
autonomy, accountability or an increasing
emphasis on
education outcomes. School improvement perspectives
acknowledge the key role of school leadership in
education change.
Impact
The
research on school leadership impact has contributed
to the adoption of
school leadership reforms. The school
leadership policy perspective
shows that countries have
introduced school leadership reforms, with
practices
varying by country and context. Some have been
interpreted as a
response to a new public management
agenda or to the globalization of
education policies.
Findings
Findings from this review indicate that whilst there
is much
research on school leadership, nevertheless, analysis and
promotion of policies to support and strengthen school
leader roles to
support school improvement appears to
have received less attention.
Method:
The author
analyzed 38 reviews of research in educational leadership published in
nine international refereed journals over the past 52 years. The author
applies a conceptual framework and analytical rubric for conducting
systematic reviews of research in analyzing this sample of research
reviews.
Data analysis
Data analysis focuses on describing methodological
characteristics, illuminating patterns of strength and weakness in
review methods, and identifying a set of exemplary reviews.
Findings:
Despite publication of a number of "exemplary reviews," there remains
considerable room for improvement in the methodology of conducting
systematic reviews of research in educational leadership and management.
The study identified a tendency for research reviews in this field to
omit key information concerning the rationale and nature of the studies
included in the reviews, methods of data collection, extraction,
evaluation and analysis, and how these choices impacted interpretation
of the findings.
Implications:
This comprehensive set of 38 published
review articles tracks the historical development of the field and, by
itself, represents a rich harvest from the study. Within this historical
corpus of reviews, the study identified a subset of "exemplary reviews"
that can serve as useful models for future scholarship. Finally, by
identifying patterns of methodological strength and weakness among the
reviews as a group, the report offers empirically grounded
recommendations for strengthening future reviews of research in
educational leadership and management.
Research Content
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,
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
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