Curriculum Leader Leadership Role
Introduction Developing a change plan was important in determining if a curriculum leader (principal) will provide the organization the necessary skills, tools, services and knowledge to promote academic success. The role of the principal in American schools has been in a constant state of change since its emergence. The issue has been mostly around whether the principal is a manager of the building or a leader of the school. Additionally, there has been discrepancy in the expectations of the principal in regard to curriculum and instruction. Using Hall and Hord (2006) stages of concern, newly hired curriculum leader (principal) has to use a different way of thinking about the employees’ (teachers) morale and the perception about change, as well as Hall and Hord (2006) level of use, management exhibited from the employees (teachers) some different behaviors, when a new change was implemented. Olson (2008) writes one of the primary reasons many changes efforts fail is because leaders (new curriculum leader) do not step back and look at the change process and the transitions that are required from the perspective of the individuals (teachers) involved.
Principals have the power to influence the teacher morale in their school by the actions or daily practices they exhibit (Hunter-Boykin & Evans, 1995). Morale is not an observable trait; rather it is an internal feeling or set of thoughts. Often teachers feel they are not treated as professionals, are not appreciated, or are overworked, thus causing low teacher moral which are Hall and Hord (2006) stages of concern. On the other hand, some teachers with a high moral level may say their principal is very supportive or that they are able to teach instead of having to perform an abundance of clerical tasks. In addition, to the many roles of the position, principals must also understand they have a tremendous influence on the moral of the teachers.
Simply getting rid of people – or allowing them to stagnate –
Principals have the power to influence the teacher morale in their school by the actions or daily practices they exhibit (Hunter-Boykin & Evans, 1995). Morale is not an observable trait; rather it is an internal feeling or set of thoughts. Often teachers feel they are not treated as professionals, are not appreciated, or are overworked, thus causing low teacher moral which are Hall and Hord (2006) stages of concern. On the other hand, some teachers with a high moral level may say their principal is very supportive or that they are able to teach instead of having to perform an abundance of clerical tasks. In addition, to the many roles of the position, principals must also understand they have a tremendous influence on the moral of the teachers.
Simply getting rid of people – or allowing them to stagnate –