PSEL in Action – Culturally Responsive Leadership Case Study

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PSEL in Action – Culturally Responsive Leadership Case Study

School leaders who follow the Professional Standards for Educational Leaders (PSEL) are at a better position to achieve impressive performance in their practices. Adhering to the guidelines makes it possible to understand whether a leader has impact on their learners and to ensure that they focus on what matters most for the learners and their well-being. The PSEL are based on contemporary research and the real-life encounters of educational leaders, as well as articulate the leadership that schools require and learners deserve. PSEL are effective because they are learner-centric, outlining the foundational guidelines of leadership to steer the practice of educational and school leaders so they can eradicate the obstacles on student learning and attain more equitable results. The standards are formulated to ensure that educational leaders are committed to achieve effectively the opportunities and challenges of their work today and in future as society, learning facilities, and education continue to change. The guidelines were formulated at the appropriate time considering how fast things change. The report by the National Policy Board for Educational Administration informs that the world in which learning facilities operate today is not the same from just a few years ago – and still all indications suggest more changes in future (1). The global economy is changing jobs and the 21^st century work setting for which learning institutions prepare learners. Technologies are growing faster than ever, and the characteristics and conditions of children, with regard to family structure, demographics and more, are transforming. Therefore, school leaders should get guidance from PSEL to improve their performance and how they impact on learners and other members. The study analyzes how the leader of Michigan State University deploys PSEL guidelines to make the learning facility more impactful on tutors, staff, and students. Relying on PSEL allows the educational leader to enact measures that promote individual and the university performance.

Identifying an Educational Leader

An example of a school leader who applies the PSEL guidelines is Samuel Stanley who is the President of the Board of Trustees at the Michigan State University. Stanley has held the position since August 2019. Since his arrival at the university, the educational leader has moved decisively to ensure the learning institution is a welcoming, respectful, and safe place for everyone (Michigan State University a). Student well-being and success and continuing to expand the university’s extraordinary global and regional effects are Stanley’s leading priorities. The university regard Stanley as a fundamental aspect of the university and all members maintain close association with him.

Working Towards achieving the Mission, Vision, and Core Values

One way in which Stanley abides by PSEL directives is that he works towards achieving particular mission, vision, and core values. The EPSB and National Policy Board for Educational Administration informs that effective educational leaders formulate, advocate, and implement a share mission, vision, and core values of high quality education and academic prosperity and well-being of each learner (9). Stanley in an attempt to achieve stipulated mission, vision, and core values works towards forming an educational mission for the learning institutions to encourage the academic prosperity and well-being of all learners. Furthermore, in partnership with members of the learning facility and the community and utilizing suitable data, create and emphasize a vision for the university on the prosperous learning and the formation of each student and on organizational and instructional practices that encourage success (Michigan State University a). Besides, the leader puts much effort into articulating, advocating, and cultivating core values that describe the university’s culture and emphasize the significance of student-centered education. Moreover, the leader has high expectations and promotes student support, fosters equity, develops inclusiveness, and encourages social justice (Michigan State University). More fundamentally, the leader tries to strategically formulate, implement, and assess actions to realize the school’s vision. Therefore, Stanley’s commitment to achieve stipulated mission, vision, and core values is in accordance with the PSEL guidelines.

Promoting Ethics and Professional Norms

Another way through which Stanley abides by the PSEL guidelines is that he sticks to ethics and professional norm in all that he does. The reports by the National Policy Board for Educational Administration and EPSB inform that well-established educational leaders perform their duties ethically and in accordance with professional norms to encourage each learner’s well-being and academic prosperity (10). The leader conducts himself professionally and ethically in the way he relates with others and in the way he makes decisions. Stanley also works hard to be integral, fair, transparent and one who members can trust. Stanley strives to encourage use of ethics and professional norms by putting learners at the core of education and accept responsibility for each learner’s success. In addition, Stanley works ethically and professionally as directed by PSEL guidelines in the way he promotes and protects the aspects of democracy, responsibility, and individual freedom, diversity, and social justice (Michigan State University). Adhering to ethical and professional norms and guidelines as stipulated by the PSEL model presents a better chance for the educational leader to perform his activities.

Encouraging Equity and Cultural Responsiveness

Stanley displays the quality of an educational leader who deploys the PSEL guidelines in the way he works to achieve equity and cultural responsiveness. The standards directs that effective educational leaders work hard to achieve equality of educational sameness and culturally responsive activities to encourage each learner’s well-being and academic prosperity (National Policy Board for Educational Administration 11). The leader ensures that each learner is treated respectfully, fairly, and with comprehension of each learner’s context and culture. Stanley also respects, acknowledges, and uses each learner’s diversity, culture, and strengths as assets for learning and teaching. The leader also adheres to PSEL with regard to promoting equity and cultural responsiveness in the way he ensures each learner has equitable reach to competent instructors, learning opportunities, and social and academic support and other resources needed for prosperity. Stanley in his attempt to foster equity and cultural responsiveness also create student policies and address learners’ misbehavior in a suitable, positive, and fair way. Another feature that shows Stanley encourages equity and cultural responsiveness is that he promotes the presentation of learners to live productively and contribute to the development of diversity. Adhering to these guidelines allows Stanley to conduct his practices are recommended by PSEL.

Curriculum, instruction, and Assessment Development

The leader at Michigan State University demonstrates awareness of PSEL guidelines in the way he contributes towards curriculum development as well as formation and implementation of effective instruction and assessment methods. The National Policy Board for Educational Administration directs that effective educational leaders create and support intellectually coherent and rigorous systems of assessment, instruction, and curriculum to encourage each learner’s academic well-being and prosperity (12). Consequently, Stanley works in collaboration with other team members to implement suitable systems of curriculum, instruction, and evaluation that encourage the realization of the core values, mission, and vision of the university. The leader also tries to focus on and align organizational systems of curriculum, instruction, and evaluation across various levels to foster student’s performance and increase desire for learning. In addition, the educational leader works hard to contribute towards the development of curriculum, instruction, and assessment by providing guidance on how to utilize data effectively and within technical provisions to assess learners’ progress and enhance instruction.

Enhancing Community Care and Support for Learners

Another reason why Stanley adheres to the PSEL framework is that he puts much effort into encouraging community of care and offering support for learners. The National Policy Board for Educational Administration informs that educational leaders should consider it as their obligation to nurture an inclusive, supportive, and caring school environment that encourages the academic prosperity and well-being of each learner (13).  Hence, Stanley strives to create and maintain a caring, safe, and healthy learning environment that fulfils the physical, emotional, social, and academic wants of each learner. The leader also works hard to build and maintain a school setting in which each learner is accepted, known, trusted, valued, cared for, and respected and motivated to be a responsible and active member of the university community. Moreover, the leader offers coherent structures of social and academic support, extracurricular activities, and accommodations to achieve the range of learning needs for each learner (Michigan State University). Stanley also reinforces and cultivates student participation in school and appropriate learner conduct. More fundamentally, the leader nurtures and reinforces student participation in the learning process and promotes positive student behavior. The ability to encourage community of care and to offer support for learners is an indication that Stanley applies PSEL effectively.

Building Professional Capacity

Stanley puts much effort into developing professional capacity of the university personnel. The National Policy Board for Educational Administration requires that educational leaders create the professional capacity and practice of members of staff to encourage leaders’ well-being and academic prosperity (14). Consequently, the leader works hard to hire, support, improve, and retain caring and effective instructors and other members of staff and transform them into an educationally competent faculty. Besides, Stanley works towards building professional capacity of university personnel by initiating programs that develop instructors and staff members’ professional skills, competence, and knowledge through differentiated techniques and opportunities for learning and expansion, directed by comprehension of learning and development (Michigan State University). Moreover, the leader works hard to encourage continuous advancement of collective and individual instructional capacity to attain results projected for each learner. Furthermore, the educational leader enacts measures to motivate and empower instructors and staff to the highest scales of professional practice and to progressive learning and advancement. He also develops the capacity and opportunities for tutor leadership and stewardship from other stakeholders in the school.

Stanley’s commitment to develop the professional capacity of the school personal demonstrates his awareness of Maslow hierarchy of needs that require team leaders to motivate their followers by considering five key aspects. The theory of motivation requires team leaders to motivate their followers by helping them meet their physiological wants such as food, shelter, and clothing (Hanachor 16). Stanley ensures that the university performs well in this area by advocating for better pay so that they can afford these requirements. An effective leader is one who encourages the safety requirements of all members by ensuring that they are free from any threat (Hanachor 16). A leader while adhering to Maslow’s hierarchy of needs should encourage an environment where love prevails, and where everyone has the self-esteem to express their desires and views. One area that Stanley puts much attention is into helping members of staff achieve self-actualization such that they use the skills and competence they have gained from their practice to succeed and improve their well-being. The leader facilitates operations in this area by encouraging training programs and group activities that allow faculty members to gain relevant skills that make them more productive and able to advance their practice. Thus, applying Maslow’s hierarchy of needs improves how the educational leader employs PSEL guidelines in steering the learning institution.

Developing Professional Community for Tutors and Staff

Stanley is dedicated to nurture a professional community for instructors and staff members. The National Policy Board for Educational Administration directs that effective educational leaders encourage a professional community of tutors and other professional faculty members to encourage each learner’s well-being and success (15). Thus, the leader puts much effort to create workplace conditions for instructors and other members of staff that encourage effective learning and professional development. Stanley also works hard to entrust and empower the teaching staff with collective objective and responsibility for achieving the physical, emotional, social, and academic requirements for each learner, pursuant to the university’s core values, vision, and mission. Another way through which Stanley builds and maintains a professional community for tutors and staff is that he creates structures that establish and maintain a professional culture of participation and dedication to shared goals and objectives relating to the education of the whole learner. Furthermore, the leader encourages mutual accountability among tutors and other faculty members for each learner’s prosperity and the effectiveness of the entire school. The approaches Stanley deploys in his activities play fundamental roles in establishing a professional community for tutors and members of staff.  

Conclusion

The study identifies how Stanley, the leader of Michigan State University deploys the PSEL guidelines to lead the institution of higher learning. The leader works while following a specified mission, vision, and core values that help to achieve the targeted goals. The leader also strives to maintain ethical and professional norms. More fundamentally, the leader strives to achieve equity and cultural responsiveness and also works hard to create the curriculum, instruction and assessment guidelines. The educational leader embraces approaches that facilitate community of care as well as support for learners and also works to improve professional competence through various programs. Besides, the educational leader is committed to developing a professional community for instructors and other members of staff as required by the PSEL guidelines. Adhering to all these frameworks presents a suitable chance for the leader to steer the university towards the right path and to achieve organizational success. Other educational leaders should follow suit because adhering to PSEL presents a suitable chance to create a working and learning environment that everyone appreciates and wants to be associated with. Nonetheless, an educational leader may encounter significant constraints creating a school community that provides desirable effects.

Works Cited

“Biography.” Michigan State University, 2021, https://president.msu.edu/meet-the-president/biography.html . Accessed 28 Nov. 2021.

Hanachor, Melvins. “Abraham Maslow’s Hierarchy of Needs and Assessment of Needs in Community Development.” International Journal of Development and Economic Sustainability, vol. 5, no. 7, 2017, pp. 15-27.

“Leadership.” Michigan State University a, 2021, https://msu.edu/about/leadership. Accessed 28 Nov. 2021.

National Policy Board for Educational Administration. Professional Standards for Educational Leaders. National Policy Board for Educational Administration, 2015.

“Standards.” EPSB, 2021, http://www.epsb.ky.gov/mod/book/view.php?id=133&chapterid=83    Accessed 28 Nov. 2021.