Vision Ior Learners

Eisner (2002) stated that having a school vision gives us direction. Collaborating on the
school vision, mission statement, and goals include stakeholders in teaching and learning.
School leadership standards and accountability measures are continuously changing. A vision
statement assists stakeholders with outlining a plan to accomplish the school`s mission.
Institutions should use a collaborative process to apply data based decision-making when school
staII, Iamilies, and community members create a school vision (Wilmore, 2002, p. 21). A vision
statement should be clear, concise, and visible in the school as well as on documents that the
school leader distributes to stakeholders. Administrators should develop policies and procedures
that include behaviors and language included in the vision.
Principal`s Vision
A vision outlines the goal Ior student achievement in the Iuture and determines how the
school will reach this target. Vision statements provide a Iramework Ior stakeholders to work
toward improving student learning. Administrators who are unIamiliar with a community`s
culture should ensure that all stakeholders are actively involved in creating the school`s vision.
Principals should determine short-term and long-range inIluences oI the vision. Students should
enter the building and Ieel conIident that school staII will meet their basic needs. When learners
go to the classroom educators will challenge them to make academic progress and expand their
current level oI knowledge. Educators and administrators should work together to prepare
students Ior liIe aIter school. Individuals should graduate and be ready to begin to live
independently. A school leader Iacilitates the process oI teachers working together to reach a
common goal. Developing a vision and Iollowing the mission oI the school will help determine
what is most important. Working toward the vision has an inIluence on the school climate.
$chool Climate
Stakeholders should participate in the process oI developing and implementing strategies
to enhance student achievement. When developing a strategy to improve instruction and student
learning, the school leader should consider staII interactions and methods to maintain a team
concept. Teamwork should Iocus on meeting the academic and social needs oI all students.
Relationships among administrators, educators, students, and community members are constantly
changing. Teams can collaborate to develop problem-solving strategies. Learners will be
engaged in exploring ideas that incorporate students` culture, experiences, and knowledge.
Teachers will be encouraged to design authentic learning tasks (Firestone, 2009).
EIIective leaders develop a plan that allows Ior change. They understand that being
deIensive interIeres with learning. Failure to learn makes it likely Ior individuals or
organizations to repeat behaviors that were unproductive in past situations. BeIore change
begins, the leader should uncover constraining Iorces. Calabrese (2002) explained that overt and
covert rules determine how an organization operates. Wilmore (2002) stated, 'As principals we
are on a constant quest to develop every person to his or her highest potential to promote
achievement (p. 39). School leaders set the tone oI a learning environment. Principals establish
policies and procedures that determine the school climate.
Community Connections
Recognizing and honoring each student`s background should be a common practice in
schools. School staII, parents, and members oI the community collaborate to establish a school
vision. Expectations Ior all students and classroom management techniques reveal elements oI
the institution`s morals and values. The types oI relationships with students and methods oI
parent contact reIlect what is important to stakeholders. Educators design, conduct, and evaluate
assessments based on their value systems. Some teachers might create a collaborative
environment while others assume a strong leadership role in the classroom. School leaders and
educators invite community members to participate in activities and events.
Community members play an active role in the school. Students Irom all ethnic
backgrounds have aspects oI their culture represented at the school and in the curriculum.
Learners with disabilities participate in general education programs and activities when possible.
Schools plan policies and procedures to incorporate community norms and provide social justice
Ior all learners. School staII should have opportunities to collaborate and discuss techniques that
could improve teaching and learning.
Collaboration in $chools
EIIective educators plan and implement lessons that are student Iocused. Some activities
allow Ior collaboration. The teacher listens to the students` and in some instances the parents`
positions, and uses suggestions to negotiate some oI the learning requirements and activities.
Collaborative leadership styles allow all stakeholders to participate in the decision-making
process. Students should actively participate in learning (Glickman 2002). Collaboration with
colleagues, workshops, and selI-reIlection are methods that can help to enhance teacher
perIormance and student learning.
Positive school cultures provide opportunities Ior teachers to grow and students to learn.
Teaching is a proIession that can lead adults to isolation. OIten educators go into their
classrooms and primarily interact with students throughout the day. Classroom demands are
constantly increasing and more collaboration would be helpIul. "Research and experience tell us
that collaboration makes a diIIerence" (Robbins & Alvy, 2009, p.111). School campuses should
consist oI a saIe environment that encourages teachers to take more risks and share their ideas.
Teachers in collaborative environments are oIten more satisIied with their work (Sorenson,
Goldsmith, Mendez, & Maxwell, 2011).
Communication in $chools
Communication is a key element in maintaining the drive to achieve the vision. Stewards
encourage themselves and others to continue the battle when the struggle becomes diIIicult
(Wilmore, 2002, p. 23). Principals determine techniques to remain dedicated to making
continuous progress toward the vision. School leaders demonstrate their ability to steward a
vision by planning and implementing activities that motivate staII, students, and members oI the
community. Principals must remain strong and emotionally stable to provide strength and
encouragement Ior other stakeholders during adversity or periods with little or no change. Many
schools today Iace the challenge oI meeting government mandates. Schools rely on various
resources to assist with communication.
Tools to communicate include paper based and electronic sources. Technology is likely
to evolve and allow individuals to accomplish more tasks eIIiciently and eIIectively. One item
that educational institutions may Iind a need to adapt to is new Iorms oI government and political
models. Politics include written and oral communication (Fowler, 2009). Some outdated laws
are not currently enIorced. Broad rules provide educators with more Ilexibility than narrowly
written rules.
The school vision should guide teaching and learning practices. Principals use their
vision to determine the policies and procedures that campuses will Iocus on each day. EIIective
leaders create a climate that Iacilitates learning. Administrators should encourage stakeholders
to participate in school Iunctions. Communication is a key element Ior building the Ioundation
Ior a collaborative school environment.













ReIerences
Calabrese, R. L. (2002). The leadership assignment. Creating change. Boston: Allyn & Bacon.
Eisner, E. (2002). The kind oI schools we need. Phi Delta Kappan, (83)8, 576-584.
Firestone, W.A. (2009). Accountability nudges districts into changes in culture. Phi Delta
Kappan, (90)9, 670-676.
Glickman, C. (2002). Leadership for learning. How to help teachers succeed. Alexandria, VA:
Association Ior Supervision and Curriculum Development.
Robbins, P. M., & Alvy, H. B. (2009). The principals companion (3rd ed.). Thousand Oaks, CA:
Corwin Press.
Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principals
guide to curriculum leadership. Thousand Oaks, CA: Corwin Press.
Wilmore, E. L. (2002). Principal leadership. applying the new educational leadership
constituent council (ELCC) standards. Thousand Oaks, CA: Corwin Press.