The video is about two principals; the veteran and a novice. Both have been in the school for year with the main purpose of instilling leadership among teachers as well as transforming the performance of the school (Efstratiou & Cruz 2016). The video depicts the struggles that leaders have to undergo during the transformational period. It depicts two types of leaders who are struggling with the environment they are supposed to instill changes. It is important to understand that leadership is a journey and hence it requires patience and determination, it is the process of influencing people to follow certain direction that will result to achievement of common goals. We are going to have an insight on each principal and how they struggled to achieved the goals of the school (Higgins, 2016).
Tresa Dunbar is the principal of Nash Elementary school in Chicago Illinois; the school has 98% of students from low income. She has been the principal for the past two years. She claims to have had a tough time trying to transform the school and achieve her dream of ensuring that the school improves in terms of performance. She explains the journey of leadership as challenging, but one can be able to overcome these challenges through cooperation. Her transformation journey focuses on influencing teachers by training them so that they can change the lives of the students in class. She explains the roles of a principal as that of a father in a family; she has to take care of her ’kids’ in this case the students by ensuring that they receive the best from the teachers. She emphasizes that it is the responsibility of a principal or a leader to give the teachers time to make mistakes and learn from them so that they can become better future leaders. She does not blame the schools for failure and neither the teachers for contributing to failure, she hence associates failure to the type of leadership. She explains how the school has had six principals for the past five years; this is an indication that the leadership was poor. She believes in instructional leadership, she does her regular routines by checking on each class, checking on the students and the teachers as well. She is all round in performing her duties (Deal & Peterson 2016)
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Kerry Purcell is the principal of Harvard Park Elementary school K-5, in Illinois. The school has 87% of the students from low income. She has been the principal for the past six years. Through the years she has been the principal, she has focused on improving the performance of students through transforming both teachers and students. She believes in a type of leadership that involves encouraging the team and influencing them positively .she describes the journey to be challenging and demanding of hard work, she has experienced a great improvement from the school that was poorly performing before she joined. She believes in changing the children through building leadership with the people she works with. She believes in participation and involving the participants in the journey towards transformation. From the video, we can see how she is involved in every activity that takes place in school, she takes care of the children, and she ensures that the teachers are assessed after some time which is important in improving their performance. She believes in changing the lives of the people close to her by being an example (Bowe, Ball & Gold 2017).
From the two principals, we can conclude that the participants are the teachers and the students, the principals are the leaders who have inspired the students and the teachers to work towards improving school performance. The practice of cooperation and leading by example from the video can be used by administrators, the principal advocated for cooperation among the students.
References
Harrison, C. J., Könings, K. D., Schuwirth, L. W., Wass, V., & van der Vleuten, C. P. (2017). Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC medical education , 17 (1), 73.
Efstratiou, D., & Cruz, A. (2016). A Whole School Approach to Changing School Culture: The SASA Way. TEACH Journal of Christian Education , 10 (2), 7.
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture . John Wiley & Sons.
Higgins, N. (2016). Changing school culture through action research and leadership. Waikato Journal of Education , 11 (2).
Braun, A. (2017). Education Policy and the Intensification of Teachers’ Work: The Changing Professional Culture of Teaching in England and Implications for Social Justice. In Policy and Inequality in Education (pp. 169-185). Springer Singapore.
Bowe, R., Ball, S. J., & Gold, A. (2017). Reforming education and changing schools: Case studies in policy sociology (Vol. 10). Routledge.
Giles, D., & Bills, A. (2017). Designing and using an organisational culture inquiry tool to glimpse the relational nature of leadership and organisational culture within a South Australian primary school. School Leadership & Management , 37 (1-2), 120-140.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research , 86 (4), 1272-1311. https://www.youtube.com/watch?v=r-w5Q8g_7OA
