School Climate Assessment
Introduction
Schools are institutes of learning where individuals who are referred to as students enroll to be taught and expand in knowledge on whatever subjects are offered in that particular school by individuals referred to as teachers. This norm has been in existence for the longest time since the idea of schooling was put into practice. Ideally, the surroundings in a school determine the way people relate, behave, perform and in most cases determine who they will become in future. For that matter, the leadership and the policies put into place within the walls of a school play a big role in shaping its surroundings and that includes all the students, teachers, parents and the administration. Today many of the schools in existence are doing all they can to improve on the teacher – student relationship on the grounds of an interactive form of learning and developing communities within the school rather than an organization. We shall take a look at how my school has been able to come up with policies on leadership practices that have recognized the cultural differences in the roles of leadership and the impacts it has had on the school’s set up (Sergiovanni & Starratt, 2014).
School Policy Enactment and Leadership Structure
In order for any school to be in a position of good leadership that will enable it to achieve its goals, most of which is performance and molding of good characters in the students, there has to be rules and regulations that govern it. In many cases, it is the board of directors that enacts these policies and makes final decisions concerning matters that arises (Weimer & Vining, 1992).
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The board of directors in our school constitutes of the principal, a few faculty leaders, the stakeholders of the school and a parent representative. Our school has formulated policies that have been able to contribute to the smooth running amongst different levels of leadership. For instance, it is headed by a female principal whose deputy is an African – American male. Each faculty has got its own heads and assistants. In most cases, the ability to create heads and assistants is because of the need to ease the tasks of managing the school curriculum and be able to focus on the better performance of all the students. The racial mix of the leadership has contributed a lot in the balance of racial differences within the students, making it possible to coexist and support each other despite the differences. Having a female principal together with other female heads in different faculties has seen the ability of female students to perform just as well, compared to the male students.
Task delegation: Many teachers have been given duties and roles to play a part from teaching alone, for instance some are in charge of co - curricular activities which has made it possible even for the students to better their skills in other areas of strength, others are in charge of disciplinary cases, others in charge of counseling just to mention but a few. This has made it possible for most principals to have an easier time in delivering their duties. The teachers too, develop better skills in these other areas they are involved in. In the administration, different posts have been assigned equally to both male and female making the gap between these two genders minimal because the number of the male is slightly higher despite equality in hiring (Beatriz, 2016).
Conclusion
The policies formulated in schools and any learning institute must be focused in implementing equality and promoting multi-cultural coexistence which in many cases will encourage and improve the relationships between students of different races and cultures. The norm of male dominance in institutes should also be dealt with by offering similar chances to female teachers and administrators. In any institute worldwide, the ability to work and relate with different people of other races makes it possible for these institutes to work better as compared to the cases of disparities in the numbers of certain races in these institutes. While focusing on making all these possible, the form of learning should be interactive and focused on building a whole being comprised of good character, skills, and knowledge.
References
Beatriz. P, Deborah N, Hunter M, (2016). Improving school leadership; the toolkit Retrieved 15 September 2016, from https://www.oecd.org/edu/school/44339174.pdf
Sergiovanni, T. J, Starratt, R. J & amp Cho, V. (2014). Supervision: A redefinition (9th ed.). New York, NY: McGraw-Hill.
Weimer, D. & Vining, A. (1992). Policy analysis Englewood Cliffs, N.J.: Prentice Hall.
