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Method oI Vision Attainment

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). The development, application, and Iollow-up on a vision directly relates to student learning.
High expectations have a positive inIluence on student perIormance (Sorenson, Goldsmith,
Mendez & Maxwell, 2011). 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.
Movement Toward the Vision
School leaders should invite all stakeholders to participate in developing and working
toward the vision. EIIective school visions include community values. Administrators should
interact with various stakeholders to determine what is important to them. Stakeholders should
see the vision in writing and witness activities that align with the vision statement. Newsletters,
newspaper publications, and messages on the school`s web site are Iorms oI written venues to
communicate with stakeholders in the school and in the community. School policies and
procedures provide nonverbal indicators oI a school`s vision. Administrators should invite
stakeholders to participate in school-sponsored activities. Students, staII, and school leaders
might oIIer to contribute to activities that the community hosts. When all stakeholders work
together, students have an abundance oI resources to reach their goals.
Collaborating to establish a vision is an activity that can strengthen the relationship
between all stakeholders. School leaders should encourage parents, students, and community
members to assist the staII with determining what is important to the local group`s culture.
Administrators should continue to monitor progress toward the vision. Sometimes stakeholders
might need encouragement and motivation to continue making progress. School leaders should
serve as stewards to assist with Iacilitating the process to reach the desired goals that align with
the institution`s vision.
ecision-Making to evelop a Vision
Educational leaders should consider the viewpoint oI all stakeholders when collaborating
to develop a shared vision. Overt and covert rules determine how an organization operates
(Calabrese, 2002). 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. Administrators can encourage educators to make a diIIerence by
developing strategies to improve the academic perIormance oI students. Presenting data that
shows areas oI need is the Iirst step to creating a shared vision. Once staII members see
evidence Ior making improvement, the leader can start to build a culture that includes trust and
collaborative eIIorts to enhance the teaching and learning process (Robbins & Alvy, 2009).
Once stakeholders have reached an agreement on the schools vision, the school leader
should display the statement. A vision statement should be clear, concise, and visible in the
school and on documents that the school leader distributes to stakeholders. Administrators
should develop policies and procedures that include behaviors and language included in the
vision. Each day staII members should engage students in an activity that relates to the school`s
vision. Mottos and mission statements provide verbal opportunities to articulate the vision.
Schools should review the vision at various points during the school year. Leaders should print
the vision on banners or posters and display the statement so that students, staII, parents, and
visitors will see the vision upon entering the building. Sometimes individuals need motivation to
continue Iorward progression.
!rincipal`s Role in Encouraging Change
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. School staII, parents, and
students might become Irustrated with expectations that come Irom outside sources.
Principals can reIrame this thought process and connect the school`s vision to the task
that the government expects students and schools to accomplish. School leaders should remind
the staII, students, and members oI the community that the most important goal is to enhance
teaching and learning. Assessments are one method to demonstrate the knowledge that students
have acquired and the progress that they make. Test results provide data to show how well
students are doing on speciIic tasks. School leaders should include stakeholders in the decision-
making progress to determine the steps that a school will Iollow to prepare students Ior
assessments. In some instances, curriculum changes are necessary to provide students with the
skills to demonstrate their knowledge oI assessment concepts. Educators and parents should
assist with implementing changes to the curriculum. Changing the perception oI a topic or task
can assist an administrator with becoming a steward Ior the school`s vision.
!rincipal`s Role in Initiating Change
An eIIective plan to implement change will improve education (Owens & Valesky,
2007). Some Iactors are possible barriers to change. Inadequate planning can present obstacles
to change. II an administrator does not convince staII members that the system needs to change
and the result will be beneIicial to teaching and learning individuals are likely to resist change.
When staII members are not actively involved in planning Ior change, people might become
IearIul and resistant.
When developing a strategy to improve instruction and student learning the school leader
should consider staII interactions and methods to maintain a team concept. When stakeholders
do not properly maintain these relationships, this decision can jeopardize student learning.
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). School leaders
should conduct a needs assessment to align resources with the organizational vision.
Principal`s Role in Providing Support During Change
Administrators should determine the expectations oI individuals or groups who will
inIluence a school`s eIIectiveness. School leaders initiate and monitor eIIective change.
Teachers, parents, students, and community members have expectations Ior student learning and
the process to change. Leaders must determine the direction that an organization should take to
achieve a desired result. Administrators should clariIy the expectations oI individuals and
groups to determine the best course oI action. Sometimes a group might have a certain way that
individuals expect a leader to act in a given situation (Gorton & Alston, 2009). Principals should
support school staII during change.
Clinical supervision is a widely used Iorm oI support (Glickman, 2002). Clinical
supervision is a more traditional method Ior providing teachers with Ieedback. Administrators
can meet with educators to discuss the teacher's goals and expectations. Leaders conduct
observations and give Ieedback to assist educators with improving teaching and learning.
School leaders assist schools with Iacilitating change. EIIective school visions include
community values. Administrators should interact with various stakeholders to determine what
is important to them. Stakeholders should see the vision in writing and witness activities that
align with the vision statement. Principals should become stewards and provide support during
the change process.

Calabrese, R. L. (2002). The leadership assignment. Creating change. Boston: Allyn & Bacon.
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.
Gorton, R. & Alston, J. A. (2009). School leadership and administration. Important concepts,
case studies, & simulations (8th ed.). Boston, MA: McGraw-Hill/Irwin.
Owens, R. G., & Valesky, T. C. (2007). Organi:ational behavior in education. Adaptive
leadership and school reform (9th ed.). Boston: Pearson/Allyn and Bacon.
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.