Paper Example on Reviving Professional Culture in Education

Intriduction

In the existing culture, public schools in the country have been pursued as institutions that are not quite braced for fundamental changes. The school environment's change element is likely to be brought through communication and efficient relationship avenues. Moreover, the message that public school members receive about public schools' culture is that teachers are unwilling to put students' needs before their self-interest. According to the current research, a teacher’s job satisfaction level, like their jobs, is below average (Iredale, 2018). This paper will critically analyze the existing school culture, the school culture's relevant issues, and the promotion of leadership and cohesion in schools.

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According to research, public school performance is rated below average by the members of the public. Therefore, the message that is being passed across by the ratings is that change is immensely needed. In some schools that have been noted doing reasonably well in their performance, communication has been identified as the fundamental element to the merit's critical success. The institutions' communication entails teacher-to-student communication and parent-to-teacher communication (Iredale, 2018). Thus, the teacher's and parents' communication helps the parents acknowledge the school's progress, and therefore there is much time saved in trying to explain to the parents on the improvement in the school. Thus, the school's communication of the school's progress helps the parents change their view of the institution.

Communication as a pillar of the dynamics

Therefore, if communication is an essential tool for change in the school culture, public schools must identify suitable communication means for parents to inform them of the school's progress. Nevertheless, direct contact meetings with the parents are most likely to be effective. Thus, leaders of various public schools, in an attempt to improve the public school’s culture, should always seek opinions(Pavlyuk, 2019). Establishing communication avenues will ultimately change the perception and give a detailed change momentum to the public schools. Moreover, communication with students is a necessary avenue for bringing much-needed change in the education sector. Students should be actively engaging in conversations to persuade them to participate in their education (Pavlyuk, 2019). Therefore, school leaders should find an appropriate avenue for engaging students in communication.

Nonetheless, communication with teachers is also a key pillar in making public institutions change. Contact with teachers may lead to the establishment of trust and openness in the manner that they reveal their ideal perspective of bringing about the necessary change in the profession. Thus the close-knit communication avenues between the teachers and parents will lead to both parties raising criticism in the working system, affecting change(Pavlyuk, 2019). Moreover, reviving the professionalism in the education sector will require that the leaders actively involve the teachers to see the current mistakes in public schools. Therefore, in the matters concerning improvement of the public schools' general performance, the backstops with the leaders and the stakeholders of the schools with close collaboration with parents and teachers (Pavlyuk, 2019). Through frequent and effective communication with all the stakeholders student achievements are likely to be boosted.

Students need

Students are critical individuals in evaluating any aspect of an educational institution. Thus, communication with the student and giving them chances to air their views on matters that they think could be addressed to bring change in the education sector. An effective communication process to students is essential to help students comprehend policies and protocols obligatory to them. The need to inform students and engage them in the various plans will enable the students to be informed of their potential and improve their success rates, thus improving the institutions' general performances. However, much of the leadership investment is made without considering students who are the pillars of the education sector; all the efforts may be in vain(2014). Thus, the leadership style should be in such a manner that it accommodates all stakeholders' perspective views on education, most especially the students.

Collaborative leadership competence

Leadership is a process of providing direction and ensuring that the changes are followed to the latter. Leadership helps realize the quality and secure learning environments. Moreover, effective leadership will assist in the orientation of quality and efficient teaching. Collaborative leadership efficiency should also focus on the dynamics that are present in the teaching sector. Thus, the collaborative leadership process should help the leaders be oriented in bringing the change to encircle themselves with individuals that will assist them in overcoming the barriers in the leadership process (Martini, Pareto, & Bosch, 2014). The collaborative leadership process mainly entails a detailed process of ensuring a collective efficacy program that positively affects an institution in bringing the necessary change. In the collaborative leadership process, the leaders should consider working with individuals who are also oriented to bringing out cohesive change.

Individuals with the same attitude and progress are critical organs in ensuring maximal achievement in the change. In the establishment of better and more effective systems in education, collaboration with teachers is vital since teachers are the first-hand avenue in creating change. Therefore, the partnership with teachers will be making a vision statement of a collaborative culture. The reinforcement of a collaborative culture will thus impact immensely in boosting student's success. The vision statement should entail plans for promoting students' achievements in the future (Iredale, 2018). For instance, the vision may entail identifying a good program that may have objectives such as instilling discipline that may see a constant change in the professional culture. Individuals with a similar mentality of bringing out a positive difference in education may greatly assist the leadership in getting effective solutions to the various barriers. In collaborative leadership, the leaders should not sideline the teachers since they are the education programs (Iredale, 2018). Therefore, collaborative leadership and collective efficacy are essential aspects in assisting leaders in improving the school environment and learning conditions.

Collaborative leadership entails the inclusivity of the staff and students will help in the general outcome since the teachers, students, and staff will feel included and air their views, which may help improve the whole collaborative process. Collaborative leadership in the education process will entail insights that will help develop actions that will guide teachers by providing them with instructions in an edificant manner and enhancing the leaders' learning process in finding solutions to various matters(Iredale, 2018). Collective efficacy can help the collaborative leadership among leaders achieve financial cuts in running activities in schools, the rapid growth of the educational institutions, accountability, and mandates in running various programs, and the consolidation of all the activities done by teachers, parents, and students of the school.

Establishing short-term and long-term goals

The change in the education sector's professional culture should entail issues that narrow down in establishing collaborative procedures that will help guide growth. The short-term goals should entail protocols that evaluate the improvement of performance in the institutions. For instance, a protocol that entails impacting teachers' skills will assist them in influencing students' positive skills. The goals should entail a timeline that will monitor progress (Uetake & Yang, 2018). In the plan and execution of the short-term and long-term plans, resources are essential.

Resources in terms of monetary funds are essential in planning conferences in which student teachers and parents may attend to plan and evaluate the performances and acquire skills in the institution's running. Another critical skill in the practicability of the goals is the accountability of all the education sector issues. Accountability is essential since it will help in the actualization of the plans of the institutions. In the process of evaluating of the progress that is made in the sector, the leaders should evaluate the change that is achieved by students in every grade (Uetake & Yang, 2018). Thus, the evaluation will help in stimulating a growth mindset in the education sector.

References

Iredale, A. (2018). Teacher Education in the Lifelong Learning Sector: Professionalism and the Democratic Endeavour. Teacher Education in Lifelong Learning, 1–33. https://doi.org/10.1007/978-3-319-65819-3_1

Martin, T. A. (2018). Professionalism, Education, and Ethics Code. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.53

Martini, A., Pareto, L., & Bosch, J. (2014). Teams Interactions Hindering Short-Term and Long-Term Business Goals. Continuous Software Engineering, 51-65. doi:10.1007/978-3-319-11283-1_5

Pavlyuk, O. (2019). Motivation To Self-Improvement Among Physical Education Teachers. https://doi.org/10.15405/epsbs.2019.02.16

Strategy for Meeting Short-Term Goals. (, 2017). Successful Fundraising, 25(12), 7-7. doi:10.1002/sfr.30801

Uetake, K., & Yang, N. (2018). Success Breeds Success: Weight Loss Dynamics in the Presence of Short-Term and Long-Term Goals. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2928441