Assignment One

Conceptual Framework - Exemplary Leadership as Theory of Practice

(PRINCIPALS’ LEADERSHIP PRACTICES AND MATHEMATICS PASS
RATE IN JAMAICAN HIGH SCHOOLS, ( David Palmer, PhD, Douglas
Hermond, PhD, Carl Gardiner, EdD).

The five tenets of exemplary leadership are:

1. According to Kouzes and Posner (2008), to model the way is to make clear
one’s values, affirm shared values, and be an example by aligning actions
with ideals.
2. The second tenet, inspiring a shared vision, means to excite and enroll
everyone in visualizing the future by appealing to shared aspirations and a
picture of ennobling potential.
3. Third, to challenge the process is leadership to think beyond prevailing
paradigms, seize initiatives and search for novel ways to enhance and
celebrate students’ and teachers’ success (Fullan, 2010; Kouzes & Posner,
2007). The implication for educators is that they should challenge any
process that relegates any student as unpromising as a result of their
diversity; in essence, no number of educational causalities is tolerable and
therefore is a not viable option
4. Enabling others to act, the fourth exemplary leadership tenet, involves
building trust and positive interactions, reinforcing self-determination,
maintaining self-efficacy and competence through recurrent professional
development, and reflecting on ones actions.
5. Finally, to encourage the heart, the fifth tenet, is to recognize individual
excellence and acknowledge those victories by enlivening a celebratory
spirit of unity and purpose (Kouzes & Posner, 2007).
A reason for low mathematics achievement as documented by Hill, Rowan, and
Ball (2005) is the inadequacy of mathematics teaching to meet the diverse needs of
every child. Our position is that exemplary leaders, by demonstrating the five sets
of behaviors we just described, can reverse this trend. In essence, changing teacher
orientations towards their curricula in ways that address how they choose
cognitively challenging instructional tasks is another opportunity for leadership to
defy the status quo. As principals lead, they should promote curriculum review,
new teaching strategies, and new assessment models to meet the diverse needs of
all students. These actions are meant to transform values and attitudes, craft
innovations, produce synergy, and change risks into rewards. These features have
been positively articulated across business and education to develop standards that
better define effective leadership (Fullan, 2010).

a. Base on your understand of the five tenets of leadership, describe how

leaders in the Secondary Schools can develop strategies that will facilitate
better appreciation of Mathematics, and greater learning outcome in the
Caribbean Examination Council ‘s CSEC Examination. [10 Marks]
b. As a leader in a Secondary School that is experiencing low performance in
Mathematics, develop a Mathematical Strategy the can be implemented in
your school which will improve CXC Mathematics pass. [20 Marks]

(This will be graded on the third Objective that is on our Rubric)

Conceptual Framework - Exemplary Leadership as Theory of Practice

(PRINCIPALS’ LEADERSHIP PRACTICES AND MATHEMATICS PASS
RATE IN JAMAICAN HIGH SCHOOLS, ( David Palmer, PhD, Douglas
Hermond, PhD, Carl Gardiner, EdD).

https://www.google.com/search?q=Conceptual+Framework+-
+Exemplary+Leadership+as+Theory+of+Practice+(PRINCIPALS%E2%80%99+L
EADERSHIP+PRACTICES+AND+MATHEMATICS+PASS+RATE+IN+JAMA
ICAN+HIGH+SCHOOLS%2C+(+David+Palmer%2C+PhD%2C+Douglas+Herm
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 CRITICAL THINKING & PROBLEM SOLVING RUBRIC FOR ASSIGNMENT ONE

Course Excellent Very Good Good Poor

Objectives
4 3 2 1

Appreciate Clearly, Identifies most or Identifies some Most or all of key

the accurately, and all key issue/s key issue/s issues/ and/or
underlying appropriately and/or and/or problem/s are
principles of identifies key problem/s. Some problem/s. May not identified or
the CSEC issue/s and/or minor have some defined, or are
Mathematics problem/s. inaccuracies or inaccuracies, identified or
General omissions may be omissions or defined
Syllabus present, but do errors present inaccurately.
not interfere with that interfere Meaning is
meaning. with meaning unclear.

Have a Presents Presents Presents some Does not present

thorough appropriate, sufficient and appropriate relevant and
understanding sufficient and appropriate data/information. appropriate
of the topics credible data/information. May miss or data/information.
in Sections 7, data/information. ignore relevant
8 & 9 on the Generally
data/information.
Clearly analyzes analyzes
Syllabus Fails to analyze,
information for data/information Analysis is limited
accuracy, for accuracy, or somewhat or uses
relevance, and relevance and inappropriate. inaccurate or
validity. validity. Minor May contain inappropriate
Information inaccuracies or inaccuracies or analysis of
clearly relates to omissions do not omissions that data/information.
meaning. interfere with interfere with Copies
analysis or analysis and/or information
meaning. meaning. without analysis.

Develop Developed good Developed Failed to

strategies for strategies to deal strategies to deal demonstrate how
presenting Clearly with the some of the the developed
this and other Developed identified issues identified issues strategies would
excellent
relevant in teaching in teaching deal with the
material at strategies to Mathematics in Mathematics in issues of teaching
this level to deal with the Grade 10 and 11. Grade 10 and 1 Mathematics in
identified
students Grade 10 and 11.
issues in
in Grades 10 teaching
and 11 Mathematics
in Grade 10
and 11..