Just a quick note to assure my readers that I haven't forgotten them...I've just been excessively busy with the start of a new year, new semester, and new project launches. Stay tuned for updates, which I promise are coming soon!
EPICS: My Vision of Learning
Dion Ginanto
The main goal of an effective principal is the students’ success. In creating students’ success, what the principal needs to do is to develop a vision of leading and a vision of learning. In my previous article, I have presented CHEETAH as my vision of leading. CHEETAH can work side by side with one’s vision of learning, because vision of learning can be implemented well if principals have a clear leading vision. Subsequently, visions of leading and teaching are needed to create high performance in schools’ with the final outcome being the success of the students. In this article I would like to discuss EPICS (Equitable, Positive, Intellectually based, Collaborative, and Safe) and value added of students success.
EPICS: My Vision of Learning
A good principal should start by making a clear vision of learning. By doing this, a principal will have a clear picture of what s(he) need to do. I name my vision of leading after the old poem that has deep meaning. Therefore, I hope my vision of leading has a deep meaning, which is to create students’ success.
a. Equality
The United States always tries to eradicate discrimination in schools against students of color and low SES students. This situation is not really different from the discrimination in my country. Even though we do not discriminate against students by their color, we do unconsciously discriminate against students based on their social status. Therefore, to make a better place for study, I would try my best to eliminate the gaps among students, because every student was born with the right to get the same education as others. A principal should be able to make sure that every student has the same chance to be successful. In line with this, Goldring, et al., (2007) wrote that the core challenge facing America’s schools, especially urban schools, is improving all students’ achievement and decreasing the achievement gap.
In this case, I will assure that teachers should create the same treatment to students. All students must have the equal opportunity to access the free resources and facilities: book, Internet, laboratory equipment (science and language lab.), etc. I will also create the equal opportunity for success in the classroom for instance: students have the equal opportunity in the class discussion, all students have opportunities to respond to questions, all students receive reinforcement from the teacher, all students will get the same attention from the teachers. All students must have the same privilege in the classroom/school regardless the sex, social status, or social background. To increase the awareness of equality, I will promote the seminar for both teacher and students about “education for all.”
b. Positive
I will try my best to implement positive school/classroom settings as well as students’ and teachers’ attitudes. These two components living things (students and teachers) and unliving things (school/classroom) should be maintained as positive as possible. Bossert, et al., (1982) asserted that “smaller classes do produce higher achievement scores, but decreasing class size does not always improve instruction. Resent research indicates that the overall achievement distribution within a classroom affects learning significantly.” (Page 41) This reminds me of the fact that in most schools in Indonesia, every class is occupied by more than 35 students. The reason behind classroom settings with number of students is that we do not have sufficient teachers and classrooms. In dealing with this, I will work very hard to open up networks to get aid from outside to build more classrooms. I will also try to promote a character-based curriculum for teachers and students, in order for them to reclaim their eastern culture that is almost extinct. For instance, students kissing teachers’ hand, nodding and greeting teachers, praying together before the class begun, for teachers wearing Malay uniform every Friday, etc.
As a principal I will promote the positive climate in the classroom such as, students should remember their friends’ name, the students should also great each other, to not stingy to say thank you, please, and excuse me. These kinds of activities are not really popular in my school than it used to be; therefore, I need to remind this wisdom of eastern culture. Besides, I will also make sure that all teachers can be a good role model for students, such as being punctual, not to smoke in the school, greeting students in the hallway, being helpful to supervise students and for those who need remedial, etc. To change the teachers habit is not easy, smoking for example, a lot of male teachers in my schools are smoking. I believe that school will not be able to prohibit students from smoking habit if their teachers are smoking in the buildings. To create a positive climate of the classroom and school is very important to make a positive feeling both teachers and students. If we can create a positive climate of classroom and school, we will obviously be able create an effective school.
c. Intellectual Based
One of the characteristics of an effective school is when the intellectual habits are rooted in the school life. To create intellectual based in the school, I will adopt the idea of Goldring et al., (2007) about the core components of school performance. There are seven components that can lead to the students’ success: (a) High standards for student learning, (b) Rigorous curriculum, (c) Quality of instruction (d) Culture of learning and professional behavior (e) Connections to external conditions (f) Systemic performance accountability (page 32).
To create intellectual climate in the classroom, I will make a checklist of the core components of school performance:
1. High standards student learning: both teachers and students set the rigorous learning goals, teachers and students have high expectations of success, closing the gap between advantaged and less advantaged students, and raising the overall academic achievement of all students (Goldring et al., 2007).
2. Rigorous Curriculum: the curriculum is adjusted to the need of the students, the curriculum is adjusted with the eastern culture but still adopted western perspective (think globally but act locally), the lesson plan should be useful for the students future, the curriculum is using up to date materials.
3. Quality instruction: teachers should maximize student academic and social learning, actively encourage students engagement, have clear instructional goals, anticipate students’ misconception, communicate to their students what is expected of them and why, etc (Goldring et al., 2007).
4. Culture of learning and professional behavior: teachers share goals and values, focus on student learning, shared work, deprivatized practice, and reflective dialogue (Louis, Marks, & Kruse, 1999 in Goldring et al., 2007).
5. Connections to external conditions: school has community-wide involvement, such as school-linked social services, parent education programs, and community organizing initiatives (Mediaratta & Fruchter, 2001 in Goldring et al., 2007).
6. Systemic performance accountability: external accountability (performance expectations that emerge from outside the school and the local community). Internal accountability (curricular decision making, addressing instructional issues, responding to various performance measures) (Bryk & Scheneider, 2002 in Goldring et al., 2007)
d. Collaborative
As a principal, I should be able to ensure that students can work collaboratively in the classroom. This is very important, because the teaching and learning tradition in the east is quite different from the culture of learning in the west. We still practice the conventional method, i.e., teacher-centered learning in which students come, sit, and listen to their teachers in the class. This conventional methods have impacted the outcome of the students, in which they are unable to work collaboratively in the workplace; and they also has a minimum creativity in their real life. Therefore, I will make sure that every teacher use Student-Centerd Approach (SCL) approach in the classroom. SCL includes: problem based learning instead of “test-based learning”, discussion, individual/self learning. In SCL approach, teacher is functioned as facilitator. To make a bigger impact, I will routinely conduct class visit (three minutes walks), instructional rounds.
e. Safe
The tragedy in Connecticut last month has given us the warning that the safety of students must become the highest priority program at school. This tragedy can happen everywhere, including my country, even though gun ownership is strongly prohibited in Indonesia. Besides terrorism, schools must be able to guarantee safety from fire and natural disasters (e.g. earthquake). To handle these situations, I will lead training for students and teachers in order to make them ready if they face those kinds of tragedies in the future. I agree with the idea of Whitehead, et al. (2013) that one of the principal’s roles in global learning is as guardian for safety: “The principal was responsible for establishing a safe environment for the school, addressing bullying and violence, among many other issue.” (page 44)
Value-Added Student Success
In leading my school, I will do my best to realize the final target of all my school goals: student success. In defining the students’ success, there are four value added of the students: student achievement, student attendance, student enrollment, and college enrollment (Goldring et al., 2007). Since I work in a high school, I need really to strive to make sure that all of my students are enrolled in college upon completion of their study.
All in all, the final outcome of my vision of leading is students’ success that is value added. I believe that to support students’ success, I need to realize the core components of school performance. In realizing the core components of school performance, I need to have a learning vision. Therefore, EPICS: Equitable, Positive, Intellectually based, Collaborative and Safe is considered a strong learning vision that I will undertake in the future. Last but not least, CHEETAH (in my previous article) is needed to create the EPICS atmosphere in the classroom and school. After the atmosphere of the school is turned to positive, then the core components and students’ success can be accomplished efficiently and effectively.
References:
Bossert, S.T., Dwyer, D.C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.
Goldring, E., Porter, A.C., Murphy, J., Elliot, S.N. & Cravens, X. (2007). Assessing learning centered-leadership: Connections to research, professional standards, and current practices. Nashville, TN: Vanderbilt University.
Whitehead, B., Bjoschee, F., Decker, R., (2013) The principal: leadership for a global society; Los Angeles CA., Sage.
My Vision of Leading: CHEETAH
Dion Ginanto
A strong principal is one who understands his/her strength to lead. The strength and the quality of the leadership can undoubtedly determine the success of a school. Leadership plays an important role and acts as a catalyst in making schools’ improvement. Accordingly, a principal should understand leadership qualities/visions to promote the leadership effectiveness. In this article I would like to discuss CHEETAH as the leading visions I will undertake if I become a school principal and how I will enact these visions.
CHEETAH as a Leadership Qualities I will undertake
CHEETAH is an acronym for Creative, Honest, Enthusiasm, Elegant, Trust, Accountable and Hardworking. I name these qualities of leadership after the animal that can run so fast and is become the fastest animal in the world, in order to enable us to lead as effectively as Cheetah. CHEETAH is also part of a principal’s behaviors that can lead to a successful school. The managerial or behaviors of principals are important to school effectiveness (Bossert et al., 1982).
a. Creative
I will lead with creativity. A creative principal is the one who has initiative, innovative ideas, and ability to think out of the box. According to Executive Summary of National Center on Education and the Economy (1983), creativity and innovation are the key points to success for everyone. Therefore, as a principal I would try my best to be a creative principal. To be creative here also means being creative in setting up a good school goal, and being creative communicator with staffs. I probably will adopt my own principal’s creativity in the school where I work, by conducting staff meetings in a camping situation. Camping staff meetings not only make the meeting more fun, but they can also promote a sense of family belonging among teachers. Being creative is in line with the ELCC # 11.
b. Honest
The second quality of leadership I will undertake is being an honest principal. To be a principal in Indonesia, where corruption is becoming an acute illness among leaders in this country, I should be able to protect myself from being a corruptor. Whitehead, et al. in their book also mentioned spiritual leadership as part of the role of the principal in the1920s: “The work of principal was associated with absolute, spiritual truths and values. For some, the office was perceived as “priestly” and “prophetic”” (Whitehead et al., 2013). There are a couple of principals in my country who were fired because they were proven guilty as a corruptor. Therefore, I will try my best to be a role model in my school by being an honest principal and having great integrity (ELCC # 51).
c. Enthusiastic
Enthusiastic is my third vision of leading and is relevant to ELCC # 41. As part of a strong leadership, I believe I should have enthusiasm in leading in order to pass my spirit onto others. With enthusiasm I can promote collaborative work. In line with this, Rosenholtz contended that intellectual sharing, collaborative work, and collegial work are important in creating an effective school (Rosenholtz, 1985). By having enthusiasm in my work, I believe I can create positive working habits in the buildings. I remember my headmaster’s enthusiasm; I used to teach in a very rural area where access to the school was very difficult. The road was very muddy and slippery when it rained. However, my principal with his motorcycle always come to school, even though he had to struggle with the muddy road. He inspires me a lot, so I will be more enthusiastic in leading my school in the future.
d. Elegant
My fourth vision of leading that is also congruent with ELCC # 21 is being elegant. According to the Cambridge English Dictionary, the definition of elegant is: describes an idea, plan, or solution that is clever but simple, and therefore attractive. As a principal I should be able to be elegant in setting up good relationships both inside and outside the school. Leaders develop, utilize, and maintain systems of exchange among members of the school and with its external communities (Goldring et al., 2007). The elegance of being a leader is not a heritage; instead we can learn to become an elegant principal.
e. Trusting
Trust is a very important quality of leadership that should be used by all principals. I would like to create trust for parents, that their kids are studying in a very safe place. Whitehead, et al. mentioned one of the five key responsibilities of leadership to excel: creating a climate hospitable to education in order to assure safety, a cooperative spirit, and other foundations of fruitful interaction (Whitehead et al., 2013). Besides, as a leader we should trust our teachers and administrators and therefore creating distributed leadership in the building. Trust is a match with ELCC # 31.
f. Accountable
Being accountable is one of the keys to the success of every leader. Accountability can prevent us from having negative prejudice as a leader. Before making a strategic decision, we should become accountable by using data, and therefore we have made a tradition of making policy not just from the assumptions. Wallace Foundation in Whitehead, et al. asserted that the principal should be able to manage people, data, and the process of fostering school improvement (Whitehead et al., 2013). Further, Goldring et al. (2007) also mentioned being an accountable leader as the role of the principal in the era of the1960s: “the principal was held accountable for measurable outcomes in the school.” (Whitehead et al., 2013)
g. Hardworking
My last vision of leadership that also fits with ELCC # 61 is being a hard working principal. I connect the idea of being hard working with the role of the principal in the global learning era. As a future principal of a school in Indonesia who will lead the teachers, staffs and students in the country, which is still developing, I need to work very hard to elevate them as players instead of viewers in the global era. I must be able to sparkle their ability to use the Internet, the software of education, international networking, etc. in their buildings. Whitehead, et al. (2013) mentioned the global learning leader as one of the principal’s roles in the present era: “the principal was expected to make sure that students have a global learning experience.” (page 44)
How would I make it happen?
To implement my CHEETAH leadership, I adopt the idea of Wallace Foundation in Whitehead et al. (2013): (1) Use the data and PISACM.
Effective leaders nurture and support their staff members; view data as means not only to pinpoint problems but also to understand their nature and causes; and use a six-step process- Planning, Implementing, Supporting, Advocating, Communicating, and Monitoring (PISACM). (page 7)
(2) I would like to prioritize the idea of PISCAM, especially in communication. This is because I realize that I will lead Indonesian teachers, who tend to be more eastern in their communication than western. Eastern communication here means that the communication is inclined to be indirect. Therefore, I would like to conduct both formal and informal communication. For formal communication, I will promote Personal Development (PD) and regular meetings. For informal communication, I will do routine visits to classes to get real data on what I should and should not do. The real data I will get is intended to fulfill my entry planning, as Jentz (2005) suggested: knowing more about my workplace and about myself, and collective learning about new ways of approaching vexing problems.
In conclusion, to be a strong leader, everyone should have integrity to realize effective leadership. Effective leadership can be gained by having a powerful vision of leading. CHEETAH: Creative, Honest, Enthusiastic, Elegant, Trusting, Accountable, and Hardworking is considered powerful enough to be owned by all leaders. To implement CHEETAH’s leading vision, I will use data and then adopt PISCAM management, and eventually I will create efficient communication among all members in the buildings.
________
1 ELCC is Education Leadership Constituent Council. ELCC becomes the standards of principal in implementing their programs. ELCC standards can be read in “The Principal Leadership for Global Society” by Whitehead, Boschee and Decker (2013).
References:
Bossert, S.T., Dwyer, D.C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.
Goldring, E., Porter, A.C., Murphy, J., Elliot, S.N. & Cravens, X. (2007). Assessing learning centered-leadership: Connections to research, professional standards, and current practices. Nashville, TN: Vanderbilt University.
Jentz, B.C. (2005) Starting confused: Where leaders start when they don’t know where to start. Phoi Delta Kappan 86(10), 1-7.
National Comission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. The Elementary School Journal, 84(2), 112-130.
Rosenholtz, S. J. (1985) Effective schools: Interpreting the evidence. American Journal of Education, 93 (3), 352-388.
Whitehead, B., Bjoschee, F., Decker, R., (2013) The Principal: Leadership for a Global Society; Los Angeles CA., Sage.
Subscribe to:
Posts (Atom)