Saturday, September 14, 2019
Inspiration for Inquiry Essay
The school that is subject for evaluation in this paper is a charter school in Michigan, a publicly funded school, which means, the students are not allowed to pay any charges beyond the funds allocated to the school. The state and the local district is the one that provides for the operation. Since the school is instituted to meet the greater demand for education, this school is non-sectarian and non-discriminatory. It accepts all types of students regardless of religion or race. In the same way, religious or cultural beliefs are not prohibited here. The obvious problem in this school is that, students are selected by lottery to avoid any biases in the assortment since the school cannot accommodate students beyond their limit. The school is serving an economically disadvantaged and racially diverse population.            Being a relatively small public school, this school receives monetary support and services from both the state and local government lower than conventional public schools. As a result of conducted test, assessment of students’ outcomes is generally low.            The staff of the school particularly the principal is less experienced and has less management credentials. Teachers here on the other hand, are very efficient for they have active participation especially in informal professional development such as mentoring and shadowing.            However, despite good performances, the school experience insufficiencies especially if we will consider its long-term success. Although the school has given autonomy yet, it is bounded in such a way that parents have direct involvement in them. Likewise, teachers are found less motivated after three years of teaching for seeing that school mission is not met by the school. Teaching staff comprises about fifty percent of the total staff, about forty percent of these teachers are in twenties, while the females are in seventy percent.            Teachers are notably satisfied with the school facilities but not in their salaries. Aside from that, only few teachers are enrolled in the retirement program of the state. Their expectations before they were hired were higher than what they experience. The reason according to authorities, the school receive minimal budget from the local government. In effect, most of these teachers after gaining enough experience would move to other school.            Teachers are highly receptive for change, and that is why they expect for change from both the board of directors and the parents. At least sufficient intervention from the local government and parents are needed to mend these needs.            In view of organizational climate, parents participate less in the direction of the school. The less experienced principal cannot do something about the problem. The teachers behave in such a way that maintains what actually exists with mind to get out once the needed employment experience has been satisfied. They all work for the accomplishment of set goals without great desire for a much higher academic achievements. Teachers are performing quite well for a limited sources and privileges that affect generally the instruction. People are seemingly individualistic aiming to sustain the daily challenges having no definite direction ahead of them since no regular monitoring for corrective measures are prearranged. Likewise, students are less challenged and grades are relatively low. Inquiry Statement            The problems manifested in this paper require a considerable attention from proper authorities particularly the principal. Specific issues that sought deliberation are formulated for key areas of concern. How could the school generate enough funding for their annual expenditures? Funding is seen as the number one problem; this is the reason why the school cannot create programs for the development of the curriculum and facilities that hinders cooperative values among them. How the school could produce technical supports needed to meet academic requirement? Other concerns that may not be covered by the budget can be produced through technical supports.  If needs are met, the culture of cooperation among the staff can be developed. What are the necessary steps to improve the quality of instruction in the classroom? It aims to improve not only the quality of education but also the credibility of the teachers. The value of competitiveness must be developed among the teachers and staff. What necessary steps are needed to promote professional growth of the teachers? Professional growth of teachers is significant to maintain teachers’ retention. This can be achieved by giving trainings to teachers and by upgrading their salaries. This will help develop commitment among the teachers. What standardized evaluation is to formulate to measure the school performance? Regular evaluation of teachers’ performance, students’ scholastic achievement, and school performance as well, will ensure growth of the school. Once the school has clearly established goals, teachers would be challenged to participate in the achievement of goals. What policies are to integrate that will develop in-depth structure of parents-teachers organization. This aims to promote good partnership between parents and school for the improvement of the school. These inquiry statements are formulated in order to guide the leader in creating a culture that meets organizational objectives. Hypothesis      . The question that needs to be asked to determine whether our school faculty is receptive of change is whether they are willing to move their institution towards greater focus on student learning and success. I believe that in order for the institution to achieve its goal, the school system not only the faculty should promote a community environment that is receptive to change. Indeed the need for change in the operation of college and universities is becoming obvious. Change is now the much-loved term of organizational development. Everyone must be willing to alter change that starts from the upper level of the organization. However, if no one would be willing to open their eyes for greater impact in the community, no change will occur. In the same way, once the needs for improvement have been identified, a structured-plan must be implemented in such a way that results are interrelated that affects the organization as a whole. In effect, a different organizational culture will be formed. These are the desirable values and norms that support one another toward the growth of each one; of course for the achievement of mission and vision of the school. This time, the value of time, cooperation, participation, respect, commitment, and camaraderie begin to envelope the organization. Evidence from the Literature In the foreword of Christine Johnson’s McPhail (2005) book, she pointed out that,  â€Å"Projection done by the Bureau of Labor Statistic show a growing disparity between job requirements and employee skills. Higher education institution, including community colleges, needs to accept more responsibility for what our students learn†(p. vi).            Johnson asserts that most schools and community colleges are changing their instructional program and services, recruitment, hiring, training of faculty, and service delivery, almost daily. Johnson emphasized the reason behind these changes is to recapture the drive that founded the schools and community college movement, reinforced its multiple missions, and to find expression in the success of the learner. Thus in our school system, the need for change of our faculty has been recognized as an important catalyst of improving the institution towards the student greater learning and expression of success. Our faculty is receptive of this change in view of the need to address the growing disparity between job requirements and employee skills. Marvin Wideen and Ivy Pye (1994) noted that teachers’ first concern about change in the institution is all about â€Å"teaching and learning activities†for improvement of student learning (p. 135). As the need for change is recognized as important in the development of the professional learning communities a leader therefore should build culture that will support the professional learning communities in practice by establishing a culture of intellectual discipline distinct from the professional standard of the institution. Armstrong, Thompson, and Brown (1997) emphasized that academic managers has the critical role to â€Å"encourage and support colleagues’ adaptation to change†(p. 98). Some of the values that must be developed is intellectual discipline, which means an emphasis on professionalism in thinking, speaking, and in doing, in other words, making it a habit to be professional. Another way to build a culture that will support professional learning communities in practice is to develop a culture of caring and obliging community. In contrast with individualism and consumerism, this will help professionals to be more at ease and cheerful as they perform their work. It is quite a familiar idea that its not at all monetary issue that is important in the work place. Creating such cultures can establish positive values and attitudes that are important towards sustaining interpersonal relationship. Richard Barrett (2006) noted that harmonious interpersonal relationships is significant for the survival of the organization; hence, there should be â€Å"a sense of loyalty and belongingness among employees and a sense of caring and connection between the organization and its customers†(p. 29). In the same manner, cultural values in an organization play an important role in directing change. Weiner and Ronch (2003) emphasized that â€Å"culture is constructed of values, beliefs, and assumptions about how the world works; values represent the organization’s ideas about what ought to be (p. 16). He further stated that values rooted in the culture provide the foundation and guiding elements in the organization that drive people to follow. Findings            In what ways, school culture can influence leadership?            Preeddy and Glatter stated, â€Å"Culture is the glue that holds everyone together†(p. 96). Normally, cultural values influence leadership. It is explained using a double-headed arrow. The school leader is part of the school that influences it. Being a part of that culture, the leader uses leadership that caters to the need and values of the people. In the same way, the kind of leadership affects or influences the culture of the organization. It is a give and take response because a culture gradually changes as many people come in and participate.            Cultural values are possible using the idea that school culture can affect leadership. Leadership must direct cultural change, and the kind of leadership that can move the culture to undergo change is penetrating the culture itself and identify weaker areas that need change. Once the need is recognized, the group can be motivated to alter change for the better. The school above is open for change if only the leader is open to initiate such change. Work Cited Armstrong, S., Thompson, G., & Brown, S. 1997. Facing Up to Radical Changes in Universities and Colleges. UK: Routledge. Barrett, Richard. 2006. Building a Values-Driven Organization: A Whole System Approach to Cultural Transformation. UK: Elsevier Inc. McPhail, Christine. 2005. Establishing & Sustaining Learning-Centered Community Colleges.  USA: American Association of Community Colleges. Preedy, M. & Glatter, R. 2003. Strategic Leadership and Educational Improvement. London: Sage Publication Company. Weiner, A. & Ronch, J. 2003. Culture Change in Long-Term Care. USA: Haworth Press. Wideen, M. & Pye, I. 1994. The Struggle for Change: The Story of One School.  UK: Routledge.
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