Deliverance 6-7: You Have Been Called In To Consult

Deliverance 6 7pageyou Have Been Called In To Consult With The New Pri

You have been called in to consult with the new principal of a large urban high school. The principal has just transferred from a smaller school in the suburbs of another city in another state. Her educational background includes one of the most prestigious schools of education in the country. In fact, she has published a handbook for classroom management. Her performance at her previous school was praised for its easygoing and adaptable nature.

She has been at principal rank for three years but is just in the process of acclimating to this more energetic and complex school environment. Although the school is nonunion, its faculty has been in place for many years, and the staff has an average of about seven years of experience. There has been little change in the school administration or organization. At the same time, the student dropout rate is at 51% and climbing, and the student graduation rate is only 46%. The director of instruction for her district has expressed concern about the quality of education in the school.

To begin your consultation, you want the principal to adopt a leadership theory as a general framework for her own development as a leader in this new environment. You have focused in on three likely theories: hierarchical, transformational, and facilitative. Write a document in which you address the most likely leadership theory for the principal to pursue in this situation and for this background. She will also want to take into account her own preferred styles, so explain how you might help her confirm and document those. For the theory you have selected for consideration, describe the characteristics of the theory, and explain why it is appropriate in this situation, given her background and current circumstances.

Be sure to address the following: What reasoning do you give her for using theory as a starting point for behavioral change or organizational change? How will this principal distinguish between her management responsibilities and her leadership responsibilities? What are the ethical considerations in both? What are a few of the key management actions that this scenario may suggest? What are some positive and concrete things that she can do to implement the selected leadership theory in tandem with management actions?

At what factors will you and she look for in the school to find results of her adoption of the selected theory? It is not necessary to adhere to APA document style for this submission. However, it is advisable to support your arguments and explanations with citations and a reference page formatted in APA style. Please submit your assignment.

Paper For Above instruction

The pressing challenges faced by urban high schools, such as high dropout rates, low graduation rates, and concerns about educational quality, necessitate effective leadership approaches that can inspire change and motivate staff and students alike. The new principal’s background, characterized by a prestigious education and experience in classroom management, provides a solid foundation for adopting a leadership theory that emphasizes transformational change. Among the three theories considered—hierarchical, transformational, and facilitative—transformational leadership appears most suitable for addressing the complex issues at this school.

Transformational leadership is characterized by inspiring and motivating staff to transcend their self-interest for the sake of the organization’s vision. It involves creating a compelling vision for change, fostering an environment of collaboration, and encouraging innovative problem-solving. This approach aligns well with the urgent need for reform in a school with such alarming dropout and graduation rates, as transformational leaders catalyze enthusiasm and commitment among staff and students to improve school culture and academic outcomes (Bass & Riggio, 2006).

For the principal, adopting transformational leadership as a guiding framework provides clarity in behavioral change and organizational development. Using theory offers a structured approach to leadership, helping her to understand and develop behaviors that foster school improvement. For example, the principal can focus on articulating a shared vision, setting high expectations, and modeling positive behaviors, which collectively can stimulate academic engagement and staff commitment (Leithwood & Jantzi, 2005). The theoretical foundation also guides her in implementing sustainable change rather than temporary fixes.

Distinguishing between management and leadership responsibilities is essential for effective school transformation. Management involves establishing routines, allocating resources, and maintaining discipline—tasks that are transactional and ensure daily school functioning. Leadership, in contrast, involves setting direction, inspiring change, and nurturing a shared vision. Ethically, management responsibilities require fairness, consistency, and adherence to policies, ensuring a stable environment. Leadership responsibilities, however, demand a commitment to ethical principles such as integrity, transparency, and respect for all stakeholders. Balancing these roles enables the principal to manage current operations while leading meaningful change (Northouse, 2018).

Key management actions aligned with transformational leadership include involving teachers in decision-making, providing professional development opportunities centered around the school’s vision, and establishing data-driven practices for tracking progress. Concrete strategies may involve forming collaborative teams that focus on instructional improvement and implementing mentorship programs that support teacher growth. These actions, coupled with a focus on inspirational communication and positive reinforcement, can motivate staff and students to pursue academic excellence (Leithwood et al., 2004).

Implementing transformational leadership in tandem with management actions begins with creating a shared vision that mobilizes collective effort. The principal can set measurable goals, such as increasing graduation rates or reducing dropout rates, and ensure consistent communication about progress. Regular feedback sessions and celebration of successes serve to reinforce the vision. Additionally, fostering an inclusive school culture that values input from teachers, students, and parents strengthens community buy-in and sustains momentum (Robinson, Lloyd, & Rowe, 2008).

In evaluating the results of her leadership approach, the principal should look for tangible improvements in student engagement, attendance, and academic achievement. Decreases in dropout rates and increases in graduation percentages are primary indicators of success. Qualitative measures, such as staff and student perceptions of school climate and culture, are also valuable. Regularly reviewing these indicators ensures that leadership strategies remain aligned with school needs and facilitates adjustments as necessary (Marzano, Waters, & McNulty, 2005). Ultimately, adopting transformational leadership provides a strategic pathway to address pressing challenges and foster sustainable school improvement.

References

• Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.
• Leithwood, K., & Jantzi, D. (2005). A review of transformational leadership research: Implications for school improvement. School Leadership & Management, 25(4), 329-344.
• Leithwood, K., Sun, J., & Schumaker, D. (2004). Leadership for school reform: From individual to organized approach. Educational Administration Quarterly, 40(4), 499-531.
• Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.
• Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
• Marzano, R. J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. ASCD.