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

[Samantha Howell]

I definitely agree with you that in order for a school building to operate
efficiently, it will use a variety of structures and practices. I think
most schools do operate using the professional structured system. The goals
and rules are clearly stated and recognized by all. This allows everyone to
know what is expected of them and the expectations that they have of
themselves as well as the their colleagues and the students. My school
operates in the same manner. I am also glad that you feel you have a good
leader and role model as your administrator. I think it is so important
that you feel like your administrator has trust in you and your fellow
teacher to do your job and feel the freedom to be creative and use your own
teaching strategies. I also agree that the chaotic structure would be the
least productive type of work environment. I also said this structure would
be the least like my school.
On Fri, Jun 15, 2018 at 7:36 PM, James Ward <gl_jward at seovec.org> wrote:

> In order for a school building to operate the way it should, it needs to
> work out of a variety of structures. However, each school is going to
> operate out of a certain structure most of the time. If I could describe
> the structure that most closely resembles Vinton Elementary, it would be a
> professional structured system. One thing that I love most about my
> principal is that she definitely has an idealized influence. Leslie walks
> her talk, she is a manager that is truly a leader that others want to
> follow, and is a very authentic person. Leslie has a smooth running ship
> for the most part, as each building encounters problems as some point.  From
> day one, when I stepped foot inside Vinton Elementary, I have always felt
> the trust that my principal has had for me to accomplish tasks and make
> certain decisions. This allows me to come to work because the atmosphere is
> light and inviting. I know that I can teach my kids the best way I see fit
> while still adhering to the standards that the state and Leslie has handed
> down.  Having a leader instead of a micromanager and the freedoms I have
> definitely make me feel more like a professional rather than a subordinate
> who is just there to fulfill an assignment and go home.
>
> The structure that my school represents the least would be the chaotic
> side of this principle. Since I have been at Vinton Elementary, I have
> always felt like things are run smoothly and when the building does
> encounter an issue; my principal or the staff always seems to work through
> the issue with great attitudes and resolve. For example, towards the end of
> this past year our building was struck with absences due to a variety of
> reasons. The issue was that we were unable to secure subs for many of the
> positions that were missing because subs were either already assigned to
> other positions in the district or they simply wouldn’t pick them up. To
> resolve the issue, our principal was quick on her feet and moved other subs
> from one place to another, she utilized her specials teachers, and even
> consolidated the grade levels that had a lower number of students. I’ve
> been in other buildings where an issue surfaces and it seems like by the
> end of the day the wheels have fallen off the wagon. I’ve not encountered
> anything like that in my time at Vinton.  I contribute being able to work
> through issues like this largely to the way that my principal runs the
> building on a regular basis. While we have guidelines that we are to follow
> resembling a rational system, she also makes us a part of the processes of
> the building by allowing us to contribute either through action or just
> verbal input which resembles a natural system.
>
>
> --
> *Codie Ward*
>
> *Vinton Elementary*
> *4th Grade Language Arts and Science*
> *gl_jward at seovec.org <gl_jward at seovec.org>*
> *1 Peter 3:18*
>
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