Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: In Montessori schools, the best way to strengthen the climate of success by the administrators is called "transformational leadership". Leadership theorist James McGregor Burns identifies transformational leadership as a mutual belief and value system, and a commitment between a principal and teachers to focus on what works best for their school. In addition to the principal and teachers, the whole community (parents, students, staff, and neighborhood locals) is united in pursuit of higher-level goals that are common to all (Sergiovanni, 1990). In this article, the author discusses the importance of collaborative school leadership, which is necessary in dealing with the dynamically complex challenges in schools. He further emphasizes on the four components of collaborative leadership that can help school leaders accomplish what works best for their schools: (1) Helping faculty members grow in their knowledge and experience through collaborative community meetings and team meetings; (2) Putting a system in place to support the professional growth of all teachers according to their needs; (3) Having a strategic plan developed by the entire school community that declares the school's mission and creates an action plan to achieve that mission; and (4) Providing opportunities for teachers and administrators to collaborate to deal with classroom challenges. Consequently, these four opportunities support transformational leadership where leaders and teachers are united in pursuit of higher-level goals. These strategies hold great promise for helping schools improve professional practice and student achievement.

Language: English

ISSN: 1054-0040

Abstract/Notes: The purpose of this research was to examine whether purposeful work, structured play, and student led leadership meetings would decrease aggressive and destructive behaviors occurring in a school’s outdoor spaces. This study incorporated student leadership meetings, structured games, and outdoor purposeful works. This seven-week study involved 30 children between the ages of 2.5 and six years in a private Montessori school in a suburban area. An analysis of results revealed that when new purposeful works were introduced aggressive behaviors would temporarily increase, then decrease for a two to three week period of time, and eventually return to the starting level.

Language: English

Published: St. Paul, Minnesota, 2016

Language: English

Language: English

ISSN: 1054-0040

Abstract/Notes: This action research project was conducted to see if participation in an online leadership cohort would affect the self-efficacy of school leaders. Using an online platform, seven Montessori heads of schools from the United States gathered to discuss topics of greatest importance to them. The schools represented were public, private, non-profit, proprietary and charter. The heads of schools ranged in experience from 3 to 33 years. They met once a week, for four weeks, for an hour each session to discuss four topics most relevant to the group, as determined by their suggestions. Data was collected using pre and post intervention self-assessments and surveys, as well as field notes, observation records, and tally sheets taken during the four leadership cohort sessions. The researcher facilitated the group and guided the conversations with prompts and continued questions. The heads of school asked questions of each other, offered answers, and shared resources. The intervention was shown to increase the self-efficacy of some participants, decrease the self-efficacy of some participants, and not affect the self-efficacy of others. However, the participants all reported feelings of gratitude for the opportunity to come together, citing community and collaboration as the most positive rewards.

Language: English

Published: St. Paul, Minnesota, 2020

Language: English

ISSN: 1071-6246