Professional Standards for Educational Leaders
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Professional Standards for Educational Leaders

Professional Standards for Educational Leaders

Description:

Published: April 3, 2020 0 0 88
By: Jonathan Robinson, Goucher College
Category: Education
Hashtags: #2 #4 #5b #Academics #Education #Leadership #Teaching

PSEL #5b: ED 673 Follow-Ups #2 and #4 Introduction
The two artifacts were created in ED 637 during the Spring 2019 semester. The two artifacts deal with issues and challenges that face many schools and the effects that those issues and challenges have on both the faculty and the students. The goal of the Follow-Ups #2 and #4 was to identify the issues and challenges, determine the root causes and to develop a comprehensive plan for the school community to address those concerns.
PSEL #5b: ED 673 Follow-Ups #2 and #4 Rationale
As a school leader, there will always be some level of apprehension or apathy that some faculty members have. In addition, there will be other issues such as inherent community issues, achievement gaps and lack of transiency that can plague a school environment. The school leaders must be able to acknowledge the issues that will arise and develop plans that will address the areas of concern while meeting the needs of the students. In addition, the plans and decisions made will have to hold teaches accountable and responsible for not only their actions, but their mindsets and how they view students. These two artifacts helped me to analyze the various problems that a school can face. Through that analysis of the data, critical- thinking about the best course of action and then developing a comprehensive plan for implementation is crucial to establishing a consistent system that allows for the healthy development of the student body. That plan needs to be aligned to the mission and the vision of the school district and should be one that places the needs of the students at the forefront. These artifacts align to PSEL #5b because the plans developed put the care of the students first and creates academic systems that ensures the integrity of the program, the teachers and should meet the social and emotional needs of each child.