You are on the selection committee that will choose the new leader of your department at your educational organization. Instead of having the person be a university president or principal which would

The Significance of Injuries in Industrial Jobs

Educational leaders have to be capable both as individuals and as professionals. They must be able to use their knowledge, skills, and competencies confidently, with good judgment and wisdom, to solve complex problems in changing circumstances and contexts. They have to be accountable to so many stakeholders, and they have to improve their performance. We have to act as professionals with established missions and goals for the educational institutions. The problem in education challenges educational leaders to maintain the balance between work-life balances. Also, leaders must maintain a balance between professional responsibilities due to aspirations and individual career goals.

It is crucial for school administrators to become knowledgeable of various challenges connected to managing school operations. Problems in education might include issues from administrator-staff relationships to chronic absence and discipline procedures. School and community outreach, academic achievement, health and drug issues may also be concerns. In any event, it is significant to develop problem solving skills among school administrators. Effective school leaders employ complex strategies that isolates them from their less affluent equivalents. While it is difficult to identify an evaluation of quality school leaders, there are many characteristics of preferred leadership qualities. The most essential is the ability to overcome a opposition.

When leaders can use their knowledge and competencies effectively, they are continuously updating their knowledge and skills, and that means continuous learning. Updating knowledge and skills is one of the requirements. Education is very much an integral part of the society we have to change. As society changes, we have to change our system. Not only are leaders in education required to acquire the knowledge, skills, and competencies as per the need of our school, but also they must apply knowledge and skills with good judgment and wisdom. That is to say, they have to be rational, judicial, and they have to be impartial. Leaders in education are challenged to think beyond the present situation to think about the future. For example, it would be wise to establish goals for future cases with good judgment and wisdom to solve problems.

Problems in Education

The critical challenges that our school leaders face involves review and updates to the health curriculum. Talking to children about sex can be intimidating. Most adults did not have similar talks from their parents, and schools vary widely on types of sexual and reproductive health education they offer. Studies have shown that parents are the most significant influence on their children's sexual decision-making.

A delicate connection between public education and sexuality makes sex education highly disputed in cultural wars and school debates. Debates about who is qualified to teach topics about sex in public schools are controversial. America's youth are suffering the effects of this problem. Issues of sexually transmitted infections and teenage pregnancy are evidence of the need for sex education. According to Rasmussen (2013), Christian Rights set unusual stress on the ethical dimensions of public sex education.

The Health and Physical Education department in Newark Public Schools plan on adopting a sex education curriculum following the updated New Jersey Core Curriculum Content Standards. Improvements include current research, professional development, and, a guanine understanding and respect for the students for whom we. The IMPACT Initiative (2017) stated that in 2017, there was 5,653 Newark residents who transmitted AIDS or HIV and 42% of those cases were transmitted through sexual contact. In 2017, there were 316 cases of diagnosed children ages thirteen and under who tested positive for HIV or AIDS (IMPACT Initiative, 2017).

Initiate Change

There were 1,271 cases of diagnosed youth ages 13 to 24 (IMPACT Initiative, 2017). Newark is experiencing a health crisis and it is impacting our youth. Rights, Respect, Responsibility, or The3Rs, is an age-appropriate curriculum guide for grades K-12 that addresses specific topics for each corresponding grade level (Advocates for Youth, 2019). Advocates for Youth (2019) describes the Rights, Respect, and Responsibility Curriculum as a tool that supports teachers in their preparation and execution of sexuality lesson plans within the larger core curriculum.

School officials must facilitate organizational structures of accountability for our students academically and emotionally (Gorton, R. A., & Alston, J. A. 2012). Ethical behavior is transparent and models reflective practices (Gorton, R. A., & Alston, J. A. 2012). As a school official, one will find themselves in many different scenarios and will often be expected to respond to those issues in writing. In this response, we will evaluate the latest health curricula in Newark Public Schools and prepare communications about Advocates for Youth to the district School Board, outlining the curriculum and its significance, and, to the parents, explaining why this curriculum is beneficial and why.

It is shocking, the extent to which many parents do not have all the facts and because they do not have all of the facts, they become hesitant to discuss sexuality with their children. Youth are the highest growing population of getting infected with HIV (Advocates for Youth, 2019), so the logic would be to tell people how to avoid HIV. That is to say, educate youth on ways to avoid the transmitted disease and other sexually transmitted infections.

When considering the health crisis impacting residents of the city of Newark in regards to AIDS and HIV, it is significant for the district to respond by empowering our students with facts about sex. Censorship and secrecy, and, sexual health translate to an informative learning experience when provided in a safe envelop within our classrooms. During the Back to School event in October, the administrative team conducted a needs assessment. This audit recorded the responses of parents in regards to the learning outcomes in the Comprehensive Health Curriculum, in particular, sex education.

Half of all new HIV infections occur in young people under the age of 25 (Advocates for Youth, 2019). Advocates for Youth (2019), is a national nonprofit organization that works across the World to help young people make good decisions about reproductive and sexual health. This curriculum provides teachers with objectives that address topics affecting our community and communities throughout the United States (Advocates for Youth, 2019).

Making Connections

Everyone deserves an equal right to access to education. We need good sex education in the schools to act as a support to those families who are not providing the proper information and education. Students are learning in high school about sex, and whether or not they are going to use that information, now or later, they still need to have the information to know how to be safe.

We believe that this generation of students will stand up for their selves and advocate for their rights to information and excellent services. The district needs to move in the direction of not just looking at behaviors, but also evaluating the external factors such as a partnered government. Since agencies are supposed to support our community and they are not, we must provide our youth with plenty of tools that empower them and safeguard their sexual health. Advocates for Youth (2019) has taken their vision of rights, respect, and responsibility, and it has become the cultural shift paradigm that we can use in all of our work to make sure that young people have what they need to be safe and healthy in their intimate relationships.

Leaders in education are challenged to meet the needs of all students. Sexuality is central to all aspects of the human experience, compels people to be mindful of their decisions and actions, and the consequences associated with such actions (Rasmussen, 2013). Public Schools should focus on establishing a safe school for teachers to teach and students to learn. Public School must prepare all students for real world application.

Conclusions

To promote best practices cultivating leadership in all school professionals will encourage a sense of ownership in the school vision for adults throughout the school. When every adult focuses on improving instruction, this will enable teachers to perform at their best and students can retain more knowledge (Rasmussen, 2013).

The school administrator has a responsibility to the students in their building for safety, welfare, curriculum instruction, assessment, quality experience, safe bussing, good lunch, and the range is ongoing. The principal has a responsibility to the greater school community, to the district office and the teachers.

Being an administrator is a challenging job, and within that collection of responsibilities, principals need support, and the problem is, district leaders neglect that sometimes. We propose to develop teacher leadership skills through instructional coaching techniques. Also, this professional development is available to teacher aides and paraprofessionals throughout the year. Best practices involve principals giving people opportunities and authority with responsibilities.

The use of a sex education curriculum is beneficial to the entire community in a preventative method. The new generation of learners will be informed and empowered with knowledge. That is today, the younger generation will change the statistics on youth infected by HIV. Students who actively participate in ongoing instruction in sex education will understand how to prevent unwanted pregnancies responsibly, and sexually transmitted diseases and infections by avoiding high risks behaviors and making use of effective birth control practices (Advocates for Youth, 2019).