Karen+Pag

The primary problem is that people many people overall resist change/adaptation and in this educational setting, many of the stakeholders are resisting a collaborative approach for embracing/implementing a progressive technology program. Unification and collaboration is essential for success when working with such diversity in ages, theory and experience.

HELP GUYS!! I have not been able to put my stuff on....here is the first # question and if someone could tell me how to do it that would be great! in the meantime here is the first one...is it possible for someone to copy/paste my stuff from here? THANKS!!

#//2. If power means the capacity to mobilize resources, influence others, and “get things done”, how can different staff members be given power so they can develop the credibility needed to be respected and ultimately “get school reform done”?// Facilitating the most change within the learning community begins with the leadership of the principle and the administration to create a supportive environment that is conducive to empowerment, encourages all efforts towards empowerment, and positively acknowledges all empowerment successes. Empowerment through leadership utilizes the important components of values, professionalism, commitment, collaboration, respect, and a focus on continuous improvement. As McGregor’s democratic Y theory proposes, given leadership opportunities, people naturally seek and accept greater self-direction and new challenges and can be trusted with both authority and responsibility (McGregor 1960).

Motivating different staff members to get things done effectively is first established with the creation of leadership teams that share a unified mission, are determined, and are convinced of the influence that they can contribute in moving towards a new vision. As school leaders it is imperative that they have the benefit of meeting regularly to collaborate, share information, debate issues and policies that are vital to them, while also developing strategies and plans to implement change. As leadership teams build a supportive network for reform, each staff member must individually address their crucial role in facilitating change within the learning environment.

Self esteem, confidence, respect and credibility within the community is achieved through networking, continuous education and professional development. The principal and other educational leaders must encourage the professional environment through supporting the projection of a professional image. Dress, mannerisms, behavior and participation in professional activities can enhance their leadership qualities and capabilities. To further establish the needed credibility and respect needed to implement educational reform, teachers and other staff members should put their diplomas, certificates and awards on their walls to visibly demonstrate their competence and leadership abilities (Whaley 1994). Being proud of ones academic and personal accomplishments contributes towards self- empowerment and the capacity to influence others, innovatively utilize resources and mobilize change. Self confidence encourages school leaders to realize that they can make a difference and have an influence while incorporating task focused policies and practices. Empowered as individuals, staff members will learn to accept and seek out responsibility for leadership positions. Effectively getting things done through the empowerment of staff invests teachers with the right to participate in the determination of a schools vision, goals and policies, and to exercise professional judgment in the decision making process. The effective capacity for an organization to facilitate change and help solve its problems is most successful when the responsibility is widely distributed among its members. Empowerment is achieved through establishing a supportive team environment that motivates an organization to take responsibility individually through assigned leadership positions, encouraging self direction, validating professional expertise, while also working together towards meaningful objectives.

R eferences

Karen are you getting my emails?, Greg
 * || Dichter, A., et. al., NSRF-New York . Educational Horizons v. 84 no. 1 (Fall 2005) p. 60-3
 * || Dichter, A., et. al., NSRF-New York . Educational Horizons v. 84 no. 1 (Fall 2005) p. 60-3
 * || Dichter, A., et. al., NSRF-New York . Educational Horizons v. 84 no. 1 (Fall 2005) p. 60-3

Hillis, M.. (2007). //Power and Educational Reform// [review of the. The Educational Forum, 71 (4), 374-376.

McGregor, D. (1960). **<span style="font-family: 'Times-Bold','serif';">The human side of enterprise **<span style="font-family: 'Times-Roman','serif';">. New York: McGraw-Hill. ||

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">Vasquez-Levy, Dorothy; Timmerman, Maria A. ; //Beyond the Classroom: Connecting and Empowering Teachers as Leaders.// 2000 Teaching and Change; v7 n4 p363-71 Sum 2000 <span style="font-family: 'Times-Roman','serif';">Whaley, K.W. (1994, October). //<span style="font-family: 'Times-Italic','serif';">Leadership and teacher job satisfaction //<span style="font-family: 'Times-Roman','serif';">. **<span style="font-family: 'Times-Bold','serif';">NASSP Bulletin **<span style="font-family: 'Times-Roman','serif';">, //<span style="font-family: 'Times-Italic','serif';">78 //<span style="font-family: 'Times-Roman','serif';">, 46-49.