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Fundamental Need For Trust And Collaborative Culture In High School Education : 5 pages in length. The art and element of teaching is a uniquely autonomous occupation whereby educators are not only allowed but encouraged to pursue individual theories of instruction that are oftentimes completely divergent from one another. Such structural incongruity, which is a foreign concept in any other organization, has created an academic approach based within separateness rather than a cohesive, consistent and standardized unit where all teachers strive to incorporate the same principles of education, a concept that continues to perplex those who claim such lack of trust and collaborative culture is a large part of the reason for academic discontinuity. Bibliography lists 6 sources.
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5 pages (~225 words per page)
File: LM1_TLCcollabedu.rtf
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oftentimes completely divergent from one another. Such structural incongruity, which is a foreign concept in any other organization, has created an academic approach based within separateness rather than a
cohesive, consistent and standardized unit where all teachers strive to incorporate the same principles of education, a concept that continues to perplex those who claim such lack of trust and
collaborative culture is a large part of the reason for academic discontinuity. Storms et al (2006) duly point out how every member of the school community pulls together "in
a constant direction toward achieving a shared vision. The norms, beliefs, structures and skills for inquiry, innovation and continuous improvement are part of the day-to-day culture of the school"
(p. 35). Discussions of what defines true academic leadership bring forth several problems with the overall concept, including the extent of ambiguity in
relation to definition and assessment. How is an effective leader determined, and what are the criteria for establishing such? Does collaborative leadership truly influence academic performance? How
essential is good leadership in relation to the performance of the student in particular and the class as a whole? These represent just some of the concerns scholastic experts
have discussed as a means by which to ascertain the true benefit of effective and enabling leadership (Williams, 2006). One of the major aspects Blanchards (2006) points to is
how leadership in any context simply cannot be construed as a one-person job, especially when it comes to the aspect of decision-making; rather, the process of making decisions is not
the sole responsibility of one individual but instead requires the input, analysis and agreement of everyone involved - either directly or indirectly - in the final outcome. This teamwork
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