Educational Leadership Plan

The role of the supervisor is to highly promote teacher performance, achievement, and
motivation through adult learning. Providing teachers opportunities to self-reflect, peer observe,
peer coach, and mentor can assist in overall achievement. Supervisors should be aware of the
professional growth of their teachers and be willing to accommodate their needs to improve
performance. Professional development activities should be designed to assist in areas of
weakness in order to help achieve the overall goal. Self-reflection plays a large part in
improving teacher performance. Teachers begin to analyze their teaching practices and reflect on
areas of strengths and weakness. They can then work with administration or peers to determine a
plan for improvement. Supervisors should be aware of the professional growth of their teachers
and willing to accommodate their needs to improve performance. Positive feedback should be
offered as well as constructive criticism. Teachers should be highlighted for their strengths to
help encourage reflection and improvement on their weaknesses. The role of the supervisor is to
work with the teacher to improve instructional delivery to achieve student learning.
The Group Dynamics Approach will assist in unifying collaboration among school
personnel. The members of the group should feel valued knowing their contributions to the
group are respected. This can be done encouraging group members to recognize and praise each
others contributions. Group members must be given the opportunity to understand and share
their goals in order to develop cohesiveness. If the goal is not fully understood or accepted, the
members could become hostile and apathetic leading to a lack of cooperation and progress. To
gain collective cohesiveness, group member must be able to work cooperatively among one
another. In order to do so, individual members should have a clear understanding of the

problem, be open to other members solutions and contributions, have an understanding of other
members problems, and be open to cooperative tasks.
When creating a productive group a sense of cohesiveness and trust is generated. The
mutual trust element creates ownership and a willingness to take on responsibility within the
group. Group trust creates a secure and respectful environment where members can feel
comfortable participating in decisions within a collaborative setting. Trust can be generated
through fostering two-way communication, face to face communication, clarity of understanding
of the task, and offering an open door environment conducive to communication. A smaller
group size and the organization of members based on similarities of interest and backgrounds can
also promote cohesiveness. The administrator does not general have to lead every meeting but
can allow group leaders to take the role. The administrators goal is to ensure the meetings are
carried out productively.
Several procedures can be put into place to recognize, acknowledge, and show value of
group members. Again, having an open door policy conducive to communication and openness
can assist in promoting the value of members. Also, team building exercises can be implemented
into yearly faculty meetings to help reinforce the lines of communication, trust, and teamwork.
When developing teamwork and facilitating leadership among all group members, the Group
Dynamics Approach promotes a sense of communication, collaborative, ownership, trust,
cooperation and cohesiveness within the group. The approach provides opportunities for all
participants to be involved and informed with the parallel implementation of Transformational
and Distributed Leadership theories.

Transformational Leadership is a theory described by Leithwood used to develop a power

through people instead of over them. It requires collaboration amongst colleagues as well as an
emphasis on teacher professionalism and empowerment. There becomes a unified understanding
of change and encouragement. The leader must be able to view the whole picture in order to
promote school improvement through adult learning, ownership and collaboration. This type of
leadership promotes self-reflection and adult learning among staff and gives them a sense of
ownership when developing the school culture.
The mission should ensure student academic achievement by referencing student growth,
academic achievement, and differentiated instruction aligned to state and national standards.
These key areas ensure academic achievement by highly prioritizing effort and accomplishments
among students. The vision should reflect academic achievement as implementing the schools
goal for students to achieve their highest potential by identifying individual needs in an engaging
and inspiring learning environment. These areas are capable of being achieved when provided
with the appropriate tools.
School personnel growth should be reflected in the schools mission by offering
innovative teaching strategies. This is ensured as ongoing faculty development is a key element
in a successful school. The educators of the school are continuous learners as well as
participants in peer observations, collaborative learning opportunities, and professional
development workshops. It is the school culture to improve educators so they are able to offer
the best teaching strategies to our students. As a result, faculty and students, experience
individual growth.

Gorton, Richard, and Judy A. Alsston. School Leadership and Administration: Important
Concepts, Case Studies, & Simulations. New York: McGraw-Hill, 2009.