The 6 Habits of Highly Effective School Leadership

The 6 Habits of Highly Effective School Leadership

The 6 Habits of Highly Effective School Leadership suggests that for a better school management, it is always good to assess oneself and outcome at the end of each day as our input determines our output. It is advisable to live and act with a guideline as our habits define who we really are.

A book written by Stephen, R. Covey named The 7 Habits of Highly Effective People addressed the daily activities of a leader: Be proactive, Begin with the end in mind, Put first things first, Think win-win, Seek first to understand, then to be understood, Synergize, and Sharpen the Saw.

See: 5 Secrets of a Successful School Administrator

These 6 habits of an effective school leader include the following:

  • Setting goals and targets to raise achievement to promote equity and excellence, and to actively involve parents and caregivers to raise achievement
  • Supporting and promoting student wellbeing
  • Regular planning and evaluating of teaching practice to ensure that the school is meeting the learning needs of all students
  • Aligning student learning needs, with the professional learning and development of teaching staff
  • Using evidence, evaluation and inquiry regularly to monitor student achievement and to improve teaching practice
  • Building strong relationships with other educational and community institutions to increase opportunities for student learning and student success.

See Also: The 7 Habits of Highly Effective Instructional Leaders

In a nutshell, after much research, it was revealed that effective school leaders have cultivated the following habits:

  1. They have consistent, high expectations and are very ambitious for the success of their pupils.
  2. They constantly demonstrate that disadvantage need not be a barrier to achievement.
  3. They focus relentlessly on improving teaching and learning with very effective professional development of all staff.
  4. They are expert at assessment and the tracking of pupil progress with appropriate support and intervention based upon a detailed knowledge of individual pupils.
  5. They are highly inclusive, having complete regard for the progress and personal development of every pupil.
  6. They develop individual students through promoting rich opportunities for learning both within and out of the classroom.
  7. They cultivate a range of partnerships particularly with parents, business and the community to support pupil learning and progress.
  8. They are robust and rigorous in terms of self-evaluation and data analysis with clear strategies for improvement.

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