Step Forward Standards-Based Language Learning For Work And Academic Readiness A View From the Top: Leaders, Rambo, Poets and the Child

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A View From the Top: Leaders, Rambo, Poets and the Child

In the historic Iran-Contra Congressional Hearings, Vice Admiral John Poindexter quoted Teddy Roosevelt: “The buck stops here.” If leadership ends with accountability, where does it begin? Good leadership comes from inspiration. Former New Jersey Governor, Saul Cooperman, established the era of the New Jersey Department of Education with a “career concept.” Such a vision is the starting point, and, assuming the role of the President is where it culminates. How we get from inspiration to culmination, then, is a matter of leadership itself.

PROTECTION, BUT FROM WHOSE EYES?

For the Principal, the sense of mission needs clarification. Schools have special salaries and responsibilities. Expectations differ according to one’s place in life, which leads to different ideas about how to improve education. In many cases, conflicting ideas need to be reconciled and the moderator is the person who can pull people together, channelize their energy in one direction.

We are well aware of the General Systems theory caveat on interrelationship: that a system cannot survive if its results are not acceptable to the environment. School systems need to be strong, responsive to people’s needs. A recent example of responsiveness is the proliferation of public pre-kindergarten and full-day kindergarten programs. However, this accommodation is not only developed. Whether they are or not depends on how they perceive and process it.

The head of education starts as the Children’s School Advocate. The description of the mission must be based on “what is good for children” and only one idea is based on them: learning about the development of children. Knowledge of child development should be at the core of any educational decision. Returning to our growing interest in pre-kindergarten classes and full-day kindergarten classes, we must question their developmental appropriateness. David Elkind’s Hurried Child warns against the rush of hapless adults to burden young children with excessive behavior and morals. Part of this debate concerns the needs of working parents in childcare. Some include trying to raise educational standards by providing more information earlier. Others are concerned with planning, exercise and social skills. Schools cannot ignore people’s needs, but how teachers respond must be informed by what we know from child development.

It is the responsibility of the administrator to deal with such conflicts, trying to recommend actions that are compatible with conflicting interests without violating the principle of appropriate development. Unfortunately, many adults and schools don’t remember the child’s feelings and rush to impose unrealistic expectations.

The late legislator, Alexander Bickel, advocated the virtues of democracy because it “unites the irreconcilable.” Administrators are faced with this problem, leading the school team to be relevant to their children according to the child’s development.

NOTICE

“Everything important in history reduces itself to ideas, which are the motivating force.” According to Nisbet in, Twilight of Authority. A vision of how to effectively educate young people in the community needs to be detailed and strongly articulated. Motivating teachers is a difficult task because, as professionals, teachers have their own training, commitment and pride. It is foolish to leave the teachers in the decision-making process. Instead, the most important thing to encourage is to devolve certain aspects of governance. Without real representatives of many educational decisions, experiments will not take place and the culture of technology will be lost.

Cornell University Professor of Organizational Behavior, Karl E. Weick, at Phi Delta Kappan, June 1982, encouraged major departments to: “center the most important conditions and delegate everything else.” He also encouraged administrators to: “get out of the office and spend more time one-on-one, both reminding people of the central vision and helping them apply this vision to their work… to translate what they (teachers) are doing into common language.”

Obviously, visions are private unless they are made public. In A Passion For Excellence, Tom Peters and Nancy Austin emphasize the importance of passion and passion in defining a goal. He explains a lot about the strangely expressed visions and the use of symbols “…

(V) What a view!” Buck Rodgers, IBM’s former vice president of marketing, writes in The IBM Way: “The only sacred cow in a group is its values.” Therefore, the vision is delivered successfully when everyone is involved. he is encouraged to share his ownership.

RAMBO, NINJA AND TRANSFORMATION!

Leadership styles have been extensively studied and discussed. The field experience has shown the busyness of culture and resilience. The American concept of leadership has been famously defined by the image of John Wayne. Macho views contradict the role of child advocate, professional advocate and empathetic listener to parents. Educational Institutions have the right to have a leader, but a clear understanding of the decision is essential.

Rambo’s explosive style looks a little too much for school! There are times, surprisingly often, when strength is needed. People bring personal policies to work, to parent meetings and to Educational Institutions. It is important for managers to recognize, empathize where possible, and manage such pressures. There are times when labor negotiations try, understandably, to meet the needs of justice. Children’s needs must be weighed heavily, deeply. Columbia University’s Dale Mann once said of his research on “effective schools” that: “…the politics of education is about the attitudes of adults, not how children learn.” The working manager will anger such an enemy with what Tom Peter discovered: “We are emotional creatures … Our life is a drama for each of us. The winners are organizations and leaders who have that truth and live with us as people. – not as automatons .” He believes that leadership has a paradox: “firm and unwavering in our values ​​but at the same time very careful and respectful (respect) of our people.” This idea transcends cynicism by accepting the paradox, without choosing to be hard or soft. His goal is a vision of concern and compassion for the worker as a human being.

The inconsistency of Rambo’s style is that it is as confusing as a “cow in a china shop.” On the other hand, is Ninja’s character any better? Surely the silent killer fails to use the proper method of progressive punishment, even to face the person he wants to kill! In the 1987 Annual Book of the Association for Supervision and Curriculum Development, Trinity University Professor of Education Thomas J. Sergiovanni summed up the real determination:

“When we look at the most successful school leaders at work, we see that they know the difference between courage, real courage and just looking tough and acting courageously. Real courage does not come from flexing a muscle because one person has more strength than another. It is true persistence. it’s always appropriate… Successful leaders expect to follow the same principles but provide discretion in implementation.” Selfish anger follows violations of common principles. The principles are the regional goals and values ​​of our work – a defined vision.

One type of self-confidence is very powerful and effective. It is the ability to meet privately with employees who no longer have children. A different background causes “fatigue” yet most people are willing to recognize their need for a career change if given the right advice. This type of secret encounter is not a one-shot, or short-lived, fun or easy affair. But a leader can change (eg resign, resign early) if he has the motivation from motivation, vision, principles, and compassion.

“Hold on to the Dream”

Poets remind us of the importance of dreams and the wonders of childhood. The light fades in each of us as soon as we forget the “eye of the child.” Administrators can shine as educational leaders. Bosses, negotiators, managers, planners, testers, public relations specialists – we all have to be. However, nothing has a real meaning if we are not the representatives of our children to want to encourage and strengthen our Educational Institutions, teachers, students, parents, journalists and journalists, community members, business people and teacher training colleges. This major challenge, among the best of us, is driven by concern and respect for children and family life.

Poems by William Wordsworth include:

“My heart skips a beat when I see it

Rainbow in the sky;

So that was when my life began;

So now I am a man;

May it be so when I grow old.

Or we are!

The Son is the father of Man;

And I would like my days to be

Everyone is bound to everyone by natural worship.

Leadership involves conflict, conflict and conflict. His actions change lives, impact people and strengthen organizations. Poets and children sing his prizes alike!

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