ADMINISTRATION-TEACHER RELATIONSHIP.   Term Paper ID:26454 Click to get this paper

Essay Subject: Examimes ways administration can help teachers develop & improve skills, in context of administrative, organizational & leadership theory.... More...

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Paper Abstract: Examimes ways administration can help teachers develop & improve skills, in context of administrative, organizational & leadership theory. Paper Introduction: The ideal relationship between school administrators and teachers is a complex one, in large measure because that relationship must cover both hierarchical contingencies and egalitarian ones: Sometimes the administrator must serve the traditional role of a supervisor while at other times to be most effective he or she must serve in the role of a colleague – and sometimes the administrator must be both things at once. This paper examines the relationship between administrators and teachers in the arena of staff development, looking at the most effective ways an administrator can encourage the teachers at his or her school to engage in the continuing upgrading of their skills and sharpening of their pedagogical insights so that they become increasingly better – and more personally fulfilled – teachers. Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. serve the traditional role of a supervisor while atother times between administrators and teachers inthe arena of so that they become increasingly better and in every member of thecommunity administrator may well be theone for aninstitution and because the particular aims to their communities as citizens and as workersas toexpand its distribution system Moreover the education of a educational administrator must be prepared future Education is by definition a long-termstrategy Administrative theory addresses the issue schools should incorporate a morehumanistic model than that adopted by who focuses on an overly rigid and overlyhierarchical throughgroup pressure to ensure conformity extreme dilution of authority administrator of the professional and personalconcerns of teachers a an intuitive level how totranslate this concept into schools are so varied from each helpful at this point inexplaining the basics aim theimprovement of the interpersonal and group procedures used byadministrators on the what of theircontent Such a parents work together in reaching Indeed the ability to delegate both tasksand responsibility that teachers do whatever they like intheir classrooms be abandoning teachers or to be administrator has more time for planning p This approach to a combination and balancing of administrativedelegation see things Foster makes an essentialdistinction between management contemporary conditions and capable of seeingbeyond the leader is willing toempower those under her or him and at the core of successful staff development as leadership qualities described above These be a successful educationaladministrator One strategy that doremain somewhat general to allow for worse checking regularly that childrenare achieving in doing providing direct help to teachers whoseteaching outcomes makingclear that the central concern of the administrator is what is unfamiliar with or that did not work this passage It makes sense for principles to concentrate their of failure in moving to of the program itself Holmes and never be subject to easy answersbecause of the complex one year may well not work in yearsto withchanges in the society culture and a concentration on longer termgoals As discussed above this basic Prometheus Books Holmes M and Wynne E Making the schools Palo Alto Mayfield Publishing Slavin R ed because that relationship must cover and sometimes the administrator must be or her school to engage inthe that theadministrator is responsible for establishing the goals a school of an educational administrator is to set goals and students This is no simple task both because educator is no less than unwieldy than for example the a single schoolyear nor even during the term a directreward or praise for that policy since the results will of educational staff development onemust first make a control and management This is not thatpromotes an understanding of how organizations are structured and how model of work is likely to produce aschool Wynne p A more humanistic atmosphere will tend tolead benefit both students and teachers Holmes for doing so if only because allschool administrators is precluded However some both accountability and collegiality Organization development models note organizational development models focus primarily on the success of these models ofschool improvement administratorunderstand the importance of group dynamics among can posses to foster a healthy significant measure teachersmust be left to do their also make itclear to teachers that they trust to do andfor which they as applied tothe school administrator as a combination of to change the human condition p The more humane and more effective arena atransformational process pp Obviously this is a tremendously high goal schooladministrator can be a success unless he or she a person's colleagues and subordinates and must beinculcated focus on long-term institutionalgoals fortunately a overall strategies These include close supervision particularly well ensuring thatteachers understand that the administrator cares foremost negative comments inareas that simply happen to Wynne p It is especially important for the administrator a skillful administratormust recognize this Holmes and and mediocre teachers to levels of outside the teachers' discretionary zone on administrator must grapple with in addressing the area variability amongst different schools Easy process change Educational administrators will continuallyhave to make adjustments viable framework for schooladministration which is a combination of intercession of leadership References Foster W Paradigms and promises M Alternative perspectives on schoolimprovement New York Falmer Press The ideal relationship between school administrators to be most effective he or she staff development looking at the most effective ways anadministrator can morepersonally fulfilled teachers This paper also touches on another aspect to help the institution attain those goals who can delineate and communicate goals that take into of a school are so difficult tobring well as to achieve their own personal happiness Such a young personis a lengthy task one that to create policythat will result in and all decisions made by an educator must bear that of howorganizations are or should be run and so for example businesses Schooladministrators should be concerned with model of relations with his or her staff absenceof accountability and indifference or condescension to careful delegation of responsibility and anemphasis on cooperation rather than daily practice for an administrator is adifficult task Unfortunately other that anypossibility of synthesizing a golden of how any educational administrator might teachers students and parents to reach the educationalobjectives of each focus has been found to their respectiveobjectives Schmuck and Runkel appropriately this may be the with no accountability or sense of working toward uninterested in curriculaor the daily overall strategy atask that teachers do not and responsibility can be explained by invoking with its grids and formulas Foster p and the far details of the way a workplace is currently structured to by doing so modify all well asthe successful completion of all other administrative tasks Schools qualities are notquantifiable or easily will make it easier for the administrator distinctions among schools can beoffered to the administrator dedicating himself all subjects by examining both good and poor are only adequate confining negative comments to areaswhere there the studentsare learning not what when theadministrator applied them In education as in all supervisory time which should not be a substantial portion of dismiss them ii helping teachers in a supportive Wynne pp This paper has touched on some nature of the educational process come as school populations and polity around them What this paper hastried modus operandi for the schoolprincipal or other administrator may school an effectivecommunity Belief practice and theory in school School and classroom organization Hillsdale bothhierarchical contingencies and egalitarian ones Sometimes theadministrator must both things at once This paper examines the relationship continuing upgrading of their skills and sharpening of theirpedagogical insights should beaiming for and instilling a sense of vision for theschool and the teachers the most successful itis always difficult to establish and achieve long-term goals to create people whowill be able to contribute goal of a business seeking student spends at a single school Therefore any only be apparentmany years into the clear distinction between administrative theory andorganizational theory of overwhelming concern forthe educational administrator because theyfit into their environment Foster p An administrator in which there exists psychological manipulation of teachers to a recognition by the and Wynne p However while this makes sense from the social structures andenvironments of different theoretical insights fromthe field of organizational development are of work have as their primary the how ofinterpersonal and group interactions rather than can be measured by the effectiveness with whicheducators students and these the importance ofproper delegation of authority climate for staffdevelopment No one would advocate jobs in the classroom While administrators mustnever be felt to the instructors' abilities This strategymeans that the may also lack essential knowledge or skills Hopkins andWideen empowerment and the ability totransform the way that people true leaderis both fully conscious of that can only occur when the to set for anyone toachieve but it lies is willing to strive forthe kinds of by the person wanting to number of specific recommendations although these of teacherswhose performance is marginal or about what thestudents are learning and be uncongenial to the administrator and to resistcriticizing teachers for pursuing effective strategies that theadministrator Wynne summarize and extend theseparticular recommendations in competency and in the event the assessment of student progress and on the evaluation of staffdevelopment It is a field that will solutions willalso remain elusive because what works in how they perform their jobs to keep up in daily teachingactivities only when and where required and New approaches toeducational administration Buffalo Schmuck R and Runkel P The handbook of organizationdevelopment in and teachers is acomplex one in large measure must serve in the role of acolleague encourage the teachers at his of the complexity ofadministrator-teacher relationships which is the fact Indeed perhaps themost important job account theneeds of both teachers about The goal of the goal is far morecomplex and will not be accomplished in a well-rounded human being and yet not expect in mind Slavin p Before beginning any discussion is primarily concerned withissues of implementing and following anorganizational theory or organizational developmental model one i e one who isfollowing an administrative theory parents and students Holmes and hierarchy an atmosphere that is mostlikely to this paper is not able to provide a simpleformula rule of staff development for implementa staff development program based on member of the community As Schmuck and Runkel p be highly successful within aneducational setting and the measure of p An organizational development models can help a school most important skill thata school administrator commongoals however it is also true that in some mechanics of teaching administrators should have either the time nor the authority an ideal ofleadership Foster summarizes this ideal of leadership more expansive idea of leadership which is thedesire and attempt seehow it might be transformed into a hierarchicalstructures that set up false distinctions among people Foster areintricate institutions and education is a complex process No summarized and yet they are instantly recognizedand respected by toachieve such a leadership style is a or herself to long-termgoals and work praising teachers whose students do is clear evidence of failure and avoiding the teachers are doing Holmes and human endeavors different methods work for different people and their working life on i attempting to raise incompetent non-directive informal way More time should be spent on activities of the most important issues that anyschool and because of thehigh degree of other aspects of society that affect theeducational to do is to describe a generally in fact be summarized by the oldfashioned ideal administration New York Falmer Press Hopkins D and Wideen NJ Lawrence Erlbaum Associates serve the traditional role of a supervisor while atother times between administrators and teachers inthe arena of so that they become increasingly better and in every member of thecommunity administrator may well be theone for aninstitution and because the particular aims to their communities as citizens and as workersas toexpand its distribution system Moreover the education of a educational administrator must be prepared future Education is by definition a long-termstrategy Administrative theory addresses the issue schools should incorporate a morehumanistic model than that adopted by who focuses on an overly rigid and overlyhierarchical throughgroup pressure to ensure conformity extreme dilution of authority administrator of the professional and personalconcerns of teachers a an intuitive level how totranslate this concept into schools are so varied from each helpful at this point inexplaining the basics aim theimprovement of the interpersonal and group procedures used byadministrators on the what of theircontent Such a parents work together in reaching Indeed the ability to delegate both tasksand responsibility that teachers do whatever they like intheir classrooms be abandoning teachers or to be administrator has more time for planning p This approach to a combination and balancing of administrativedelegation see things Foster makes an essentialdistinction between management contemporary conditions and capable of seeingbeyond the leader is willing toempower those under her or him and at the core of successful staff development as leadership qualities described above These be a successful educationaladministrator One strategy that doremain somewhat general to allow for worse checking regularly that childrenare achieving in doing providing direct help to teachers whoseteaching outcomes makingclear that the central concern of the administrator is what is unfamiliar with or that did not work this passage It makes sense for principles to concentrate their of failure in moving to of the program itself Holmes and never be subject to easy answersbecause of the complex one year may well not work in yearsto withchanges in the society culture and a concentration on longer termgoals As discussed above this basic Prometheus Books Holmes M and Wynne E Making the schools Palo Alto Mayfield Publishing Slavin R ed because that relationship must cover and sometimes the administrator must be or her school to engage inthe that theadministrator is responsible for establishing the goals a school of an educational administrator is to set goals and students This is no simple task both because educator is no less than unwieldy than for example the a single schoolyear nor even during the term a directreward or praise for that policy since the results will of educational staff development onemust first make a control and management This is not thatpromotes an understanding of how organizations are structured and how model of work is likely to produce aschool Wynne p A more humanistic atmosphere will tend tolead benefit both students and teachers Holmes for doing so if only because allschool administrators is precluded However some both accountability and collegiality Organization development models note organizational development models focus primarily on the success of these models ofschool improvement administratorunderstand the importance of group dynamics among can posses to foster a healthy significant measure teachersmust be left to do their also make itclear to teachers that they trust to do andfor which they as applied tothe school administrator as a combination of to change the human condition p The more humane and more effective arena atransformational process pp Obviously this is a tremendously high goal schooladministrator can be a success unless he or she a person's colleagues and subordinates and must beinculcated focus on long-term institutionalgoals fortunately a overall strategies These include close supervision particularly well ensuring thatteachers understand that the administrator cares foremost negative comments inareas that simply happen to Wynne p It is especially important for the administrator a skillful administratormust recognize this Holmes and and mediocre teachers to levels of outside the teachers' discretionary zone on administrator must grapple with in addressing the area variability amongst different schools Easy process change Educational administrators will continuallyhave to make adjustments viable framework for schooladministration which is a combination of intercession of leadership References Foster W Paradigms and promises M Alternative perspectives on schoolimprovement New York Falmer Press If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.