I just completed reading the article, “Principals and Superintendents who forge a solid partnership will more effectively determine what to do and how to go about doing it.” The article began with principals from a school district meeting with the superintendent to discuss how state assessment scores dropped in each elementary and secondary school. The superintendent began to worry that his school district would not meet AYP requirements with an overwhelming amount of failed assessments. As a result, the superintendent met with his principals to implement a new approach to leadership in the district.
The superintendent decided to improve leadership teaming in the school district. Through research the superintendent found that high performing districts have strong leadership that grows from dynamic collaboration, and interactions between the superintendent and their principals. Low performing school districts usually have leadership that works in isolation. The superintendent believed that more teamwork among the principals and superintendent would improve challenges faced by the district.
The author gave reasons why developing a strong leadership team is not easy. Superintendents have to create meaningful and personal relationships with their principals. They must also learn their strengths, weaknesses, views, and ideas for education. Likewise, principals must build solid relationships with the superintendent. They must understand their leadership style, core beliefs, mission, and approach to administration.
Article Review 3
The author gave four requirements educational leaders must follow to develop effective teams. First, the team must adhere to professional standards. Professional standards should guide visions, teaching, learning, job ethics, and the school system. Secondly, the team must create workplace norms. The writer suggests that the team meet this requirement by establishing a code of ethics. Thirdly, the team must set team goals. The author suggests that principals not work for just achieving goals as a school, yet goals as a school district. Lastly, the team must engage in professional developments. These may include book studies, research reviews, walkthroughs, in-services, sharing best practices, and case study meetings.
Relevance to chapter 4 and 7 within Failure Is Not an Option by Alan M. Blankstein
The article was relevant to chapter four of the book entitled, “Relational Trust as Foundation for the Learning Community.” Blankstein found that schools with effective programs for long periods had students and teachers who had meaningful relationships. These programs also have a trust between their members, and a lot of open communication. This is similar to points in the NAESP article, where the author suggested that the school district would be more effective with meaningful relationships between a school district’s leadership team.
Chapter four gave four components for developing relational trust. The team must have respect for people’s roles, have competence in leadership, personal regard for leadership, and integrity. The NAESP article suggested that these would be barriers to building successful leadership teams.
Article Review 4
Chapter four also gave similar components included in a Learning Community, that West believes belongs in a school districts leadership team. They both require peer to peer observations. Each asks the members to participate in study groups. Also, each requires the members to have a common vision, mission, values, and goals.
The article was relevant to chapter seven of the book entitled, “Collaborative Teaming Focused on Teaching for Learning.” Both showed the components of effective collaboration. Each suggested that collaboration cannot be individualized. In both the article and chapter, educators collaborate in study groups, forums, classroom observations, and the curriculum. Lastly, goals and timetables are established through collaboration.
Critical Commentary
The article “Principals and Superintendents who forge a solid partnership will more effectively determine what to do and how to go about doing it,” is relevant for future educational leaders. First, the article gives advice on how educational leaders can improve student achievement through team work. As a new administrator, it will be important to find people who understand the position and can offer advice. It would also be important to establish relationships with new administrator in the same position. That way the administrator can ask for advice or discuss similarities between each person’s job. Also, it is important for future administrators to establish relationships with the superintendent and bosses. That way the superintendent will know the future administrators strengths and weaknesses that will help the district.
Article Review 5
The article is important because it shows future administrators how to develop effective relationships with other school leaders. The article warns future leaders of barriers that they may experience when establishing effective teams. The article also shows future educational leaders components of an effective team.
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