Synopsis of the Case Study
Mr. McIntyre was hired as superintendent of schools because of his strong educational background and experience. The search team was impressed with his confidence and abilities; however, they were discouraged by his lack of community involvement and eagerness to reach out to community members and organizations. The search team began to question their choice of superintendent. Mr. McIntyre’s positive attributes did not serve him as well as projected after he joined the leadership team. The team was faced with choices and dilemmas of how to remedy the situation and choices of their hire.
Collaborate with Family and Other Community Members
Leaders must answer the relationship question about who is on the journey to reach the destination (Sweet, 2008). Children are taught to hold hands when crossing the street or walking so they stick together. Leaders must watch out, hold hands, and stick together (Sweet, 2008). Community collaboration is an essential part of leadership in choosing a diverse team with varied experiences, attitudes, politics, and theologies. Each team member adds personality and completeness to the team. The superintendent must build a relationship with a diverse team of school and community leaders to be aware of school and community needs and how schools can meet student and family needs within the community and district.
Respond to Community Interests and Needs
The superintendent must listen to the concerns of all members and explain his position and philosophy of community involvement; however, he must consider his involvement in regards to benefits to the district. The school board is an organization of the community similar to area businesses. Many community residents have high views and respect for school personnel; therefore, they must hold themselves to high standards and remain open to respectful transparency. Many business leaders become members of business organizations in which they can speak on behalf of their companies. The superintendent may choose to seek out business organizations and groups as well and form relationships with other business leaders. Principals must serve as instructional leaders in a multitude of roles; including transformational leader, empowering leader, servant leader, participatory leader, and moral leader (DuFour & DuFour, 2012). To create and maintain the many roles and responsibilities of school leaders, principals must create a Professional Learning Community (PLC) in which they work with teachers, other school leaders, other principals, and community members as committed stakeholders in the school system and school community. Each one of those individuals provides aspects and elements to meet student needs and support schools and families.
Mobilize Community Resources
The superintendent must work with community agencies within his Professional Learning Community (PLC) to achieve school success and support student learning. By participating in community organizations, the superintendent can build support systems and relationships to benefit student learning and teaching environments. Community agencies can be called upon when needed in times of financial assistance and family support services as well as teacher support services and training opportunities. By working with community agencies for student and family support services, schools can gain federal and state aid to benefit many families within districts and community areas.
It is extremely important for school leaders to establish clear support groups with which to build rapport and to extend help and assistance. Education is built through teamwork; therefore, it takes a group to accomplish quality teaching and learning practices and environments. Teachers must collaborate with one another to create learning environments to meet student needs. Principals must collaborate with teachers and other area principals to create learning communities. Superintendents must collaborate with school leaders and community leaders to create business communities. All stakeholders must work together to create learning environments and maintain quality education practices for all students.
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Wilmore, E. L. (2002). Principal leadership: Applying the new educational leadership constituent council (ELCC) standards. Thousand Oaks, CA: Corwin Press.
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Blackwell, J. (2006). Empowering School Leaders. Lanham, MD: Rowman & Littlefield Education.
DuFour, R. & DuFour, R. (2012). Essentials for Principals: School Leader’s Guide to Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.