Collaboration in leadership between school administrators and all support workers is fair and appropriate
Must contain at least 2 peer reviewed references no older than 5 years old
Collaboration in leadership between school administrators and all support workers is fair and appropriate. No of the level of experience or skill of any staff member, working together will allow information and knowledge to be exchanged, thereby enhancing student experiences and supporting any decisions that are made (Cooper & Woods, 2017). Every company employee should feel valued and heard, especially support staff members given the diversity of educational support workers.
Support personnel, such as those working in an office, can collect data and information for teachers and staff so they can better understand the backgrounds of the pupils they are dealing with. It’s critical that teachers have the right information when pupils switch schools so they can support the student as effectively as possible. Collaboration is necessary to obtain this knowledge. The teacher would need to work in tandem with the support staff who assist in gathering that information. In order for the faculty of the school to comprehend how to help the student better and increase the likelihood of his or her success, the instructor would also need to provide the support staff with additional information about the student’s progress.
All staff members must collaborate in order for each student to study in the most efficient way feasible. Every staff member’s collaboration greatly impacts students’ learning and community involvement (Cooper & Woods, 2017). Every educational organization sets goals for the participants. In order to improve organization and achieve the established goals, collaborative leadership with teachers and other staff members, such as office staff, food staff, transportation staff, and recess monitors, is crucial (Dinsdale, 2017).
References
Cooper, L., & Woods, K. (2017). Evaluating the use of a strengths-based development tool with
head teachers. Educational Psychology in Practice, 33(1), 31–49. https://doiorg.
lopes.idm.oclc.org/10.1080/02667363.2016.1220924
Dinsdale, R. (2017). The Role of Leaders in Developing a Positive Culture. BU Journal of
Graduate Studies in Education, 9(1), 42–45.
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