Organizational Theories And Educational Practices: Role Of T

Organizational Theories Educational Practices Role Of The Principa

Organizational theories, educational practices, & role of the principal After studying Module 1: Lecture Materials & Resources , read and reflect on the scenario presented in the Chapter 1 Reflective Activities – Critical Incident: The Vision for South Shore High School (Owens & Valesky, p. 38). Then, answer and discuss the questions below. · What are the strengths of Bill Johnson’s approach to the job? · What are the drawbacks? · In what ways could the job be approached differently? · In what ways would you say that Bill Johnson’s approach was typical of (or different from) those currently serving as principals? Submission Instructions: · Your initial post should be 250 to 300 words. · Cite your textbook as your source in current APA format. · You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. · Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday. · You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date. Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s). (Note: The citations below are provided for your research convenience. Students should always cross-reference the current APA guide for correct styling of citations and references in their academic work.) Read · Owens, R. G., & Valesky, T. C. (2015). Organizational behavior in education: Leadership and school reform (11th ed.). Boston, MA: Pearson. · Chapter 1: Organizational and Critical Theory · Chapter 2: Guiding Concepts for a Theory of Practice · Chapter 3: Mainstreams of Organizational Thought · As part of your readings in this module, please also review the following: · Syllabus · APA and Research GuidesLinks to an external site. · Library Research DatabasesLinks to an external site. Watch · The Changing Role of School Principles (13:17) The Agenda with Steve Paikin. (2019, September 3). The changing role of school principles [Video]. YouTube. The Changing Role of School PrincipalsLinks to an external site. Supplemental Materials & Resources · Professional Standards for Education Links to an external site. National Policy Board for Educational Administration (2015). Professional standards for educational leaders 2015 .— Reston, VA:— Author. · Leadership-Which Kind of Bold Download Leadership-Which Kind of Bold Starr, J. P. (2018). Leadership-which kind of bold? Phi Delta Kappan , 100 (2), 62-63. · Boys will be superintendents Download Boys will be superintendents Maranto, R., Carroll, K., Cheng, A., & Teodoro, M. P. (2018). Boys will be superintendents. Phi Delta Kappan , 100 (2), 12-15. · APA Reference Sites: · · Purdue Writing Lab. (2002). OWL Purdue Writing Lab . to an external site. · Workscited4U. (n.d.). Free APA works cited format | APA bibliography / Citation Builder(Composer) . Free Works Cited | APA, MLA & Chicago Bibliography Creator / Citation Maker - WorksCited4U. to an external site. · Apaformat.org. (n.d.). APA format . APA Format. to an external site. image1.png image2.png

Paper For Above instruction

The scenario of Bill Johnson's leadership approach at South Shore High School exemplifies several strengths that are pivotal in effective educational leadership. One notable strength is Johnson's clear vision and commitment towards school improvement, which aligns with contemporary organizational theories emphasizing transformational leadership (Leithwood & Jantzi, 2005). His proactive stance fosters a unified school community and inspires staff and students alike to work towards common goals. Furthermore, Johnson exhibits strong communication skills, ensuring transparency and fostering trust within the school environment, which is essential for effective organizational functioning (Owens & Valesky, 2015).

However, Johnson's approach also reveals certain drawbacks. His potentially overreliance on authority and top-down decision-making could limit staff voice and innovation — crucial components of distributed leadership models (Spillane, 2006). This approach risks creating an environment where staff feel less empowered, which can hinder collaboration and reduce overall morale. Additionally, Johnson’s visible managerial focus on accountability and discipline may overshadow the importance of fostering a positive school culture, critical for student success and staff retention (Baez, 2015).

Alternative approaches to Johnson's leadership could emphasize shared leadership principles, encouraging greater stakeholder participation in decision-making processes (Harris, 2014). Such methods involve empowering teachers, students, and community members as active contributors to the school’s vision and operational strategies. Incorporating participatory decision-making and collaborative planning would promote a more inclusive, innovative, and resilient school climate. Moreover, adopting a growth-oriented approach that values professional development aligns with servant leadership principles, fostering an environment where staff are continuously supported and motivated (Greenleaf, 1977).

In relation to current principal practices, Johnson's approach appears somewhat traditional, emphasizing authority and control. While these traits are still prevalent, many school leaders today adopt more democratic or transformational styles that prioritize stakeholder engagement and professional empowerment (Leithwood & Jantzi, 2008). Recent trends also highlight distributed leadership and collaborative decision-making as essential for improving school outcomes, contrasting somewhat with Johnson’s more centralized approach (Spillane et al., 2004). Nevertheless, elements of Johnson’s style remain characteristic of many principals operating within a hierarchical framework, especially in contexts that focus heavily on accountability and discipline (Harris, 2014).

References

  • Baez, B. (2015). School culture and leadership. Rowman & Littlefield.
  • Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. Paulist Press.
  • Harris, A. (2014). Distributed leadership matters. Springer.
  • Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership. Leadership and Policy in Schools, 4(3), 177-199.
  • Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributed role of leadership. Educational Administration Quarterly, 44(3), 315-354.
  • Owens, R. G., & Valesky, T. C. (2015). Organizational behavior in education: Leadership and school reform (11th ed.). Pearson.
  • Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
  • Spillane, J. P., Hallett, T., & Diamond, J. B. (2004). Generalist and specialist approaches to leadership: A distribution of leadership practice in schools. School Leadership & Management, 24(1), 23-42.
  • The Agenda with Steve Paikin. (2019). The changing role of school principals [Video]. YouTube.
  • National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston, VA: Author.

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