Supervision for Successful Schools

Supervision for Successful Schools

Supervision and Instructional Leadership/ EDA 551

Grand Canyon University

Lamont Graves

5/25/16

Supervision for Successful Schools

Great leaders can be both trained and/or have innate qualities. Ultimately, they have a tendency to inspire greatness in others. Goldman (2002), suggests that leaders such as described, are considered “emotional magnets” (pg 11). Simply put, this means that people often gravitate toward individuals who possess desired leadership traits. Such traits enhance the role of leadership deeming it all the more important. In school settings, leadership roles are important in addressing the needs of students and the school as a whole. A school’s climate is dependent upon how school administrators superimpose their ideas and processes on others. These impositions are significant in determining how supervisions and success go hand in hand in school settings. This analysis seeks to provide details about supervision for schools and explains whether schools are conventional, congenial, or collegial and how this impact the leader and campus as a whole.

Entering a new school year takes planning and training. Across the district, school administrators and district leaders are gearing up for success. This form of success could mean implementing new policies, hiring new teachers, rearranging teams and classrooms, implementing new rules, finding new ways of incorporating technology, and maybe even attending to the maintenance issues. Not only is the school impacted but, students have the same mind frame. Generally speaking, only until the first day of school begins is where the struggle begins. This is because schools and school leaders have to model and demonstrate desired behaviors. This creates school culture. Through professional development, administrators, teachers, and staff are provided with the necessary tools to implement school culture. The purpose of school culture is to create and path of...