[Ous-lp-rp13] EDAD 6020, Response to Answer to Question # 2

[Sylvia, Molly]

Ian,

In the respects you mentioned, Minford's administration sounds a lot like
Green's. Through our TBT meetings at Green, teachers are able to make a lot
of decisions without the involvement of administration. When necessary, we
route decisions through the BLT, which is another teacher led team. We
certainly have a lot of voice and feel like our input is valued, heard, and
accepted. Does this professional structure at Minford translate into
satisfied teachers, as it does at Green? Similarly, I wonder if your
teachers willingly follow your administration when they offer vision and
implement change. It seems that our high school has very little trouble
with change and we generally support our administration's forward-thinking
ideas because we trust them as they trust us. I believe the professional
structure is most efficient when it is led by an administrator who has
strong managerial skills, but is also a strong, relational leader.

We also do not experience an authoritarian structure at Green. It is a rare
occurrence for a decision to come top-down without much input from the
teachers. Again, this speaks so much to leadership and management. An
authoritarian may be a weak leader who overcompensates with strong
managerial skills. The relationships are imaginably transactional and
change plausibly difficult and rebutted by the teachers when it comes from
the top-down without teacher involvement. I'm thankful to work for
administrators who are strong managers and strong leaders. I value
ideographic aspects of organization, in which the teacher's needs are met,
individual strengths and weaknesses are improved upon, and relationships
are greatly appreciated.

~Molly

On Wed, Jun 13, 2018 at 11:28 PM, Ian Snyder <isnyder at minfordfalcons.net>
wrote:

> The school system I am apart of is primarily a professional structure. Our
> administration is treated as an oversight while delegating most of the
> daily decision making to the teachers. We conduct our own TBT meeting
> weekly and turn in our meeting agenda to the building administrator. The
> administration involves the teachers when making decisions and we have
> groups to negotiate and create a plan of action for processes such as
> behavior, incentives, and testing schedules. Instead of taking on the role
> of an authoritarian my building principal treats the staff like the trained
> professionals that they are and involves their input.
>
>             The structure that we are least alike is the authoritarian
> structure. Very few times have I felt as if my administration has made a
> decision without consulting the staff and gathered input from others before
> making a decision. Our administration treats the “little guy” with equal
> voice With an authoritarian structure the leader would have a vision in
> mind and not stray from that vision with influence from somebody lower than
> them.
>
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-- 
*Molly Sylvia*
*7th/8th Grade Social Studies Teacher*
*Jr. High Quiz Bowl Advisor*
*Youth in Government Advisor*
Green High School
4057 Gallia Pike
Franklin Furnace, Ohio 45629
office 740.354.9290 ext. 3212
fax 740.354.9904
*BELIEVE*
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