Question

You, director of an educational institution, are required to attend to claims submitted by a group of students who allege that their teaching-learning process is being affected because their Science teacher presents knowledge problems in the subject and their Spanish teacher shows little command of technology. Both show resistance to the recommendations provided by the teaching facilitators of the subject and little or no application of the normative and curricular documents established by the agency. In your school's Design for School Excellence, you should establish how you will implement the technical assistance process and what professional development you will establish to help both teachers. How would you channel the situation effectively to avoid starting the process of progressive discipline and disciplinary actions.

Briefly answer the following questions:

1) What concepts and premises proposed by the theories (Instructional Leadership, Leadership and Influence, Disruptive Leadership, Leaders in the digital disruptive era) can be used by the director of the institution to manage the situation presented?

Answer 1

The director should utilize concepts from Instructional Leadership, Leadership and Influence, and Disruptive Leadership to motivate and support teachers in improving their knowledge and technological skills. Multicultural training and professional development focused on technological competencies are essential to create an inclusive and modern educational atmosphere, thereby avoiding disciplinary actions.

Step-by-step explanation:

Addressing the challenges presented by students' claims regarding their Science and Spanish teachers requires a multifaceted approach that incorporates various leadership theories and professional development strategies. These educational challenges can be managed effectively by utilizing concepts from Instructional Leadership, where the director takes an active role in curriculum development and teacher support, promoting a collaborative environment for professional improvement. Furthermore, implementing Leadership and Influence entails motivating and inspiring teachers to embrace change and the incorporation of technology and normative documents into their teaching practices.

Regarding Disruptive Leadership, the director could encourage the Science and Spanish teachers to rethink traditional teaching methods and explore innovative approaches to pedagogy that align with student needs and curricular standards. To address the lack of multicultural preparedness and acceptance of technology, professional development should focus on multicultural training and technological competencies to foster an inclusive and modern educational environment. In the digital era, leaders need to provide teachers with the necessary tools and training to adapt and thrive in a technology-rich educational landscape, reducing resistance and improving the teaching-learning process.

The discrepancies in the effectiveness of technology use in education, as noted in the critical thinking questions, require educational leaders to carefully evaluate and implement technology-based solutions that are tailored to student populations. Leading in a multicultural classroom involves understanding and acknowledging diversity, moving beyond the notion of 'color blindness' and engaging in effective communication techniques. By combining these elements of leadership, the director can develop an environment conducive to learning and professional teacher development, thereby avoiding the need for progressive discipline or disciplinary actions.