Dropbox for Six Domains PowerPoint Carbaugh, B.G., & Marzano, R.J. (2018). School leadership for results: A focused model (Second Edition). Learning Sciences International. Here, students will tak

Domains 5 and 6

What can administrators do to effectively communicate their core values and create a climate that clearly states what they value?

To effectively communicate core values, administrators must embody transparency, clear communication, and continuous professional growth. A school leader is required to consistently exhibit and espouse the core values that direct their choices and behavior. Firstly, this is about making decisions transparently, such that all the stakeholders, including the staff, students, and their parents, know why the policies and initiatives are brought forth. A sense of trust is fostered in leaders through transparency because it perpetuates the understanding that leaders act according to the school's mission and not their self-interests. Administrators must also stay in regular contact with the staff, the students, and the community. Communication is not simply the transfer of information; it is a conversation in which we listen to what the other person says (Carbaugh & Marzano, 2018). Administrators can foster such a climate through meetings, surveys, and open-door policies, where everyone feels that they have input and that it is heard and considered in a decision. Such inclusive communication also further serves to reinforce your school's core values of respect, collaboration, and equity — all necessary for a healthy school culture. Additionally, school leaders should show professional growth by keeping up-to-date with best practices in education and always working towards bettering their leadership skills. This shows the staff and the community that the leader values not just students' learning and growth but also his or her own and the school's. A leader actively develops themselves by motivating and inspiring people to do so themselves and sharing an environment of constant learning and improvement.

The trust of the staff and community is essential to reinforcing these core values. The school leader building trust consistently makes decisions around what's best for students and not what's easiest or most expedient. The administrator demonstrates that the school's core values of equity, inclusivity, and student-centeredness are not empty words but value propositions that extend beyond mission statements (Carbaugh & Marzano, 2018). When teachers and staff see that their leader's decisions are in the best interest of students, it creates an environment of mutual respect and a unifying sense of purpose. The final job of the administrator is for the school to be perceived as safe and culturally responsive. It includes developing policies and practices so that diversity is recognized and celebrated, inequities are addressed, and a safe learning environment is created where all students feel respected and included. The school leader clearly communicates that diversity and equity are core values of the institution, addressing the cultural needs of the student population and promoting inclusivity.

How would an administrator ensure that they manage resources in a way that focuses on effective instruction and the achievement of all students?

Leadership in schools requires the management of available resources in the most efficient manner possible. One should be able to distribute fiscal, technological, and physical resources in a manner that aims to foster teaching and learning in order to achieve the intended goals. It starts with knowing the needs of the students and the staff to precisely target where improvements should be made, and a lot of attention is given to that aspect. In this context, the role of an administrator involves directly coming up with a school's budget and ensuring that it is targeted toward the school's instruction (Carbaugh & Marzano, 2018). This implies the need to effectively set the budget in a way that complements classroom teachings, trains teachers, and provides necessary related services to learners. With funds directed to the improvement of teaching tools, including relevant textbooks, educational equipment, and nicely maintained buildings, the message is sent out to students that the administration cares about quality education. Another aspect of resource management is focusing on developing human capital or providing teachers with the training and resources they require to apply effective teaching practices.

In addition to fiscal management, the administrator must ensure that the school's technological resources are used to enhance instruction. This involves not only procuring technologies to use in the classroom but also teachers who are familiar with how to use the technologies appropriately. In this way, the school leader can help teachers integrate the uses of technology to facilitate student learning and address the individual learning styles. In addition, tangible teaching assets of the school, like classroom and instructional materials, should be well-coordinated and utilized so as to offer the maximum learning environments to the students. In addition, administrators should work proactively with district and external stakeholders to enhance the schools and learning. This may mean securing supplemental funding from the district, which may include appealing to businesses or other organizations in the community and writing proposals to secure grants for specific projects (Carbaugh & Marzano, 2018). The development of external stakeholder relationships can help school leaders secure resources that may not otherwise be available, thus improving the school's capacity to deliver quality teaching and student support. Finally, understanding rules and regulations at the district, state, and federal levels contributes to the management of resources. School leaders need to be able to meet all the legal and regulatory requirements for resource allocation and utilization. It also saves the school from unnecessary penalties since all the resources are deployed in the right manner for the student's benefit.

Reference

Carbaugh, B.G., & Marzano, R.J., (2018). School leadership for results: A focused model (Second Edition). Learning Sciences International.