AD.04.A Educational Leadership: Leadership Styles & Strategies
Administration Level (AMS 6.5.5.4)
Description:
To familiarize the adult learner with the various leadership styles and hybrid-styles in school management. Sample scenarios with leadership styles experienced with outcomes.
Clock hours: 16 hours.
Credits: MTEC/SFBA Transcript
Meeting schedule: See flyer
Objectives to be achieved:
The adult learner exhibits leadership in understanding and cultivating equitable practices, resources, and services that support equity for the families that the school serves. (MACTE 1c)
The adult learner demonstrates ethical behavior in personal conduct and advocate for ethical and legal decisions in the school leadership role. (MACTE 1d)
The adult learner engages in mentoring other teachers and engages in professional learning that is aligned to the school’s philosophy to promote continuous improvement. (MACTE 2b)
The adult learner in the leadership roll at the school develops systems of evaluation, observation, support, and ongoing guidance of faculty & staff designed for school improvement and student success. (MACTE 2c)
The adult learner in the school leadership role exhibits an understanding of Montessori philosophy, methodology, and educational practice based on the developmental needs of children. (MACTE 3a)
The adult learner in the school leadership role demonstrates an understanding of the Montessori curriculum at each age level and its implementation, and communicates these expectations to the Montessori teachers at the school. (MACTE 3b)
The adult learner in the school leadership role implements and develops systems, policies, and procedures that support high-fidelity Montessori programs at all levels. (MACTE 3c)
The adult learner in the school leadership role demonstrates an understanding of how indoor & outdoor environments are organized to support Montessori philosophy and to support faculty in creating and maintaining a positive Montessori learning environment. (MACTE 4b)
The adult learner demonstrates in the school leadership role exhibits an understanding of the role of strategic planning and the ability to utilize this understanding for school improvement. (MACTE 4f)
Evaluation requirements and/or performance assessment:
Written Examination
Practicum School’s Director’s job description, define director competence,
complete Program administration competencies, communication style audit, learning style inventory, preferred perceptual modality
Practicum Planning Journal III (MACTE 1c, 1d, 2b, 2c, 3a, 3b, 3c, 4b, 4f)
Practicum Reflection Journal III (MACTE 1c, 1d, 2b, 2c, 3a, 3b, 3c, 4b, 4f)
Practicum Competencies III (MACTE 1c, 1d, 2b, 2c, 3a, 3b, 3c, 4b, 4f)
Required and recommended readings:
Bloom, Paula Jorde, From the Inside Out, the Power of Reflection and
Self-Awareness, New Horizons, Lake Forest, IL., 2007.
