Leadership In Catholic Schools

The ever-changing landscape of education and school accountability has given rise to a renewed focus on shared leadership. In the past, the principal was viewed as the primary decision maker within a school. However, Glickman (1989) points out that it is impossible for school principals to effectively complete all the necessary instructional and managerial tasks within schools. He contends that some teachers have more leadership abilities than the actual administrators and that “in successful schools, principals aren’t threatened by the wisdom of others, instead, they cherish it by distributing leadership” (Glickman, 1989, p. 8).

The bureaucratic era has been the traditional form of organization for more than a century, in simple terms described as hybridity, standardized operations and none flexibility inside the organization. The change to the post-bureaucratic is shown through personal influence, high trust relationships and the importance of the individuality of everyone (McKenna, Garcia-Lorenzo & Bridgeman, 2010). According to Kernaghan (2000) the characteristic of the bureaucratic era is “position power” and of the post bureaucratic “participate leadership”.

In this chapter, Fullan begins by maintaining that principals who are effective lead learners are necessarily also good managers, because they understand that having clear routines is essential for school improvement.” (57) He quotes from Viviane Robinson’s Student-Centered Leadership to both underscore the previous point and emphasize that successful principals take an active learning stance: “The principal who makes the biggest impact on learning is the one who attends to other matters as well, but, most important, ‘participates as a learner’ with teachers in helping move the school forward.” (58) Fullan also borrows from Helen Timperley’s work in responding to the question, Who is in a principal’s class? The principal’s class consists of “team leaders who in turn can leverage the learning of other teachers in their group”

As with the importance of selecting a highly qualified principal to help raise test scores and closing achievement gaps, the selection and support of staff is also critical. Gregory F. Branch, Eric A. Hanushek, and Steven G. Rivkin’s 2013 study “School Leaders Matter” examined the effectiveness of many principles’ leadership and the effect they had on student achievement ratings. “A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school’s workforce” (Branch, pg.4). A principal must be able to continually seek out professional development, to research best practices and new educational theories to support their staff and students. If principals are to close the achievement gap, they must be willing to inform and instruct their staff on new teaching strategies. Mr. Canada, from his TED talk, “Our failing schools. Enough is enough!”, states: “You go into a place that has failed kids for fifty years and say: ‘so what’s the plan?’ And they say: ‘Well, we are going to do what we did last year, this year’. What kind of business model is that?” (TED, 2013). The principal willing to venture into new, uncharted waters may succeed or fail, but at least they

According to the author in the introduction of the book, this work was basically intended to serve as a guide for developing moral leadership in schools geared toward superintendents, supervisors, principals, and any other persons at the upper levels of school management. The author's design was to provoke thoughts and raise questions in the minds of these people to help them analyze the leadership processes in their schools and help them make adjustments to the leadership process that will in the end reduce the need for "direct" leadership in favor of "moral" leadership. He

When you were younger, did you sometimes lie to deflate your punishment, but discovered how the truth became known eventually. In all reality, regardless of who you collaborate with, the number of internal good intentions you had for yourself, or how good it sounded to yourself; the truth was exposed in due time. The Scarlet Letter showed many failed attempts of these methods to only conclude the truth to be known at some point.

The Transtheoretical Model or Stages of Change is a model that integrates biological, psychological and social influences that analyzes the process of intentional behavioral changes, Prochaska, DiClemente and Norcross (1992). This model incorporates six stages of an individual’s behavior which focuses on the decision making of the individual. The six stages are: Pre-Contemplation, Contemplation, Preparation, Action, Maintenance and Relapse. According to Prochaska, DiClemente and Norcross (1992) the process is cyclical and operates on the assumption that people do not change behaviors quickly instead habitual behaviors occurs continuously through this cyclical process.

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

Once a hierarchy is established, there is less challenging by the subordinates. “Having a strong leader also makes any group more effective at coordinating action toward some clearly stated goal” (Conniff, 2005,p.78). Although we may resent the hierarchy, we tend to find it comforting and feel safe within it.

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

Leadership can be formal or informal depending on the how the leader chooses to approach a task or goal. Transformational leadership is a value that grounded from an ethical foundation. Authority is a formalization of an organization that has deemed an individual with the ability, accountability, and right to make decisions. While power is an individuals’ ability to influence but may be with or without ethics (Marshall, Broome, 2017).

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

According to the authors of this article (Donaldson, Marnik, Mackenzie, & Ackerman, 2009), principals need to concentrate on the development of skills and behaviors in order to be successful in motivating, leading, and changing the direction of a school. The successful principal understands that there exists a fine balance of caring for others and the need to accomplish specific tasks (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

Great Expectations by Charles Dickens and The Talented Mr Ripley by Anthony Minghella present similar criticisms of society to a large extent. Both of these texts consider the criticisms of rich social contexts (wealth and status), societal morality (whether a society is good or not. Status [can lead to the wrong people being in a high position i.e. making bad decisions affecting the community/society] Appearance [society appears to be moral/good (if you’re from a higher status) {dickens criticises this fact} but in actuality is not (if you’re from a lower status]) and the class system (status + wealth) experienced in these societies. Through the desire to improve oneself, these two texts present these criticisms through the concerns of wealth and status. These concerns are interrelated and are reflected through their different contexts. This is due to them being created during two different time periods with Minghella’s 1990’s society and Dickens original 19th century criticisms. Despite these two texts being written in these times they are both focusing on time periods before their creation with The Talented Mr Ripley being set in the 1950’s and Great Expectations being from the early 19th century. This sets the idea that these criticisms are an everlasting problem in society.

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers