Educational Platform and Administrative Entry Plan

Essay by saragurkUniversity, Master'sA+, December 2007

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Student OutcomesThere are several variables that are highly relevant for student achievement, and a principal should be cognizant of all of them, although the degree to which he or she concentrates on them will vary with the progress of the school toward its specific unique goals. According to a research team at West Georgia College and Murray State University, "while there are differences in variables depending on the researcher, there is agreement on a core group of variables which are relevant for student achievement. They are: orderly climate, leadership, expectations, frequent monitoring of instruction or assessment, parent and community involvement, and instruction" (Bulach, Malone, & Castleman, 1995). A principal needs to look at the variables of achievement in a systematic way in order to see improvement in achievement scores, which needs to be an underlying goal of every school, although it can be framed in a way that keeps everyone motivated.

According to Betty Peltier, elementary principal in Houma, Louisiana, "I try to emphasize to my teachers that our goal is to increase our students' learning as evidenced by test scores. That perspective helps keep them focused on the real reason we are here" (Hopkins, 2001).

The method by which a principal monitors the variables above is not important, but it is important that there is a method. Students should be trained to follow procedures of orderliness both of the school and of individual classrooms. Teachers should be given leadership roles in order to move the school more smoothly toward common goals. The principal and all faculty and staff members need to clearly communicate behavioral and academic expectations to each other and the students. "One of the major causes of 'people problems' in families and organizations is unclear, ambiguous, or unfulfilled expectations. Conflicting expectations regarding roles and goals cause...