Reinventing The Principalship PDF

REINVENTING THE PRINCIPALSHIP Lesson Objectives At the end of the discussion, the learners are expected to: Identify the Umbrella of Educational Leadership and the Heart, Head, and Hand of Leadership Differentiate the sources of authority for school principal as pro...

REINVENTING THE PRINCIPALSHIP Lesson Objectives At the end of the discussion, the learners are expected to: Identify the Umbrella of Educational Leadership and the Heart, Head, and Hand of Leadership Differentiate the sources of authority for school principal as proposed by Sergiovannie. Define the professional Principals Under the umbrella of educational leadership, the school head or the principal is on the frontline: As a leader in a “learning organization, he or she is a designer, steward, and teacher”. i. As a designer, he/she encourages building a shared vision/mission on how to deal with critical issues. ii. As a steward, he/she is committed to and responsible for the vision, manages it over self-interest iii. As a teacher, he/she fosters learning for everyone in the organization iv. As a leader, the principal is a team player, fosters team learning and collaborative problem solving as the school culture develops trust, supports innovations and creativity. In 2001 Republic Act No. 9155 entitled Governing Act of Basic Education, mandates the functions, responsibility and accountability of school heads as follows. 1.Setting the mission, vision, goals and objectives of the school; 2.Creating an environment within the school that is conductive to teaching and learning; 3.Implementing the school curriculum and being accountable for higher learning outcomes; 4. Developing the school education program and school improvement plan; 5. Offering educational programs, projects and services which provide equitable opportunities for all learners in the community; 6. Introducing new and innovative modes of instruction to achieve higher learning outcomes; 7. Administering and managing all personnel, physical and fiscal resources of the school; 8. Recommending the staffing complement of the school based on its needs; 9. Encouraging staff development; 10. Establishing school and community network and encouraging the active participation of teachers’ organizations, non-academic personnel of public schools, and parents-teachers-community associations; 11. Accepting donations, gifts, bequest and grants for the purpose of upgrading teachers/learning facilitators’ competencies, improving and expanding school facilities and providing instructional materials and equipment. Such donations or grants must be reported to the appropriate district supervisors and division superintendents; and 12. Performing such other functions as may be assigned by proper authorities. Promulgated at the start of the 21st Century, policy makers believe that the enumerated functions and responsibilities need to be reviewed. New perspectives of transformative leadership are emerging aimed to reinvent/reshape school leadership. Sergiovanni (1999) proposes a “reflective practice perspective” initiating that administering which concludes the principalship is a moral craft” Comprising three important dimensions one’s heart, head and hand to wit. 1.Heart – a person believes, values, dreams about, and is committed to that personal vision – sharing personal conceptions of what is a good school reveal many common qualities, but what often makes them personal statements is that they will differ as well. 2.Head – leadership that has to do with the theories of practice each of has developed over time and our ability to reflect on the situations we face in the light of these theories. This process of reflection combined with our personal vision becomes the basis of our strategies and actions. 3. Hand – leadership has to do with the actions we take, the decisions we make, the leadership and management behaviors we use as our strategies become institutionalized in the form of school programs, policies and procedures. Blumberg (1989) suggests that school leadership is “no ordinary craft”. He said that bringing together head, heart and hand in practice would result to transforming the school from being an organization over time, reflecting the organization’s distinctive history, the people who create and embody interests indeveloping its own school culture. Seiznick (1945:40) expounds that: “Organizations become institutions as they are infused with value that is, prized not as tools alone but as sources of direct personal gratification and vehicles of group integrity. This infusion produces a distinct identity for the organization. Where institutionalization is well advanced, distinctive outlooks, habits and other commitments are unified, coloring all aspects of organizational life and lending it a social integration that goes well beyond formal coordination and command. Seiznick (1945:40) expounds that: “Organizations become institutions as they are infused with value that is, prized not as tools alone but as sources of direct personal gratification and vehicles of group integrity. This infusion produces a distinct identity for the organization. Where institutionalization is well advanced, distinctive outlooks, habits and other commitments are unified, coloring all aspects of organizational life and lending it a social integration that goes well beyond formal coordination and command. THANK YOU!