Case Study: The New Principal (Ch. 13 from Razik & Swanson) - Essay Prowess

Case Study: The New Principal (Ch. 13 from Razik & Swanson)

Case Study: The New Principal (Ch. 13 from Razik & Swanson)


Case Study: The New Principal (Ch. 13 from Razik & Swanson)

The “pot-stirring” approach by the new principal is a style of studying the existing system of running the school before introducing changes to the school. Changes in associations include modifying of the conduct, structures and methods of some unit inside an association. Change is the essential means by which any association or framework stays fit, sound, and ready to adapt to new and varying requests. Many required in endeavors to change are ignorant of rules for the fruitful start and usage of advancement (Baldwin, 2001). Associations are liquid substances that are always in movement. Broad authoritative change is the deliberate move in the way the association works together. This is on account of the association identifies with the key position of other contending associations. Overseeing change in this setting involves grasping some part of the movement and guiding it in a specific course. Change is a procedure as opposed to a solitary change. The adjustments created by change in an association constitute a development of the association. Those associations that can keep up adaptability and respond fittingly to new natural conditions survive and flourish (Razik & Swanson, 2010). It is the duty of the school framework to set up our childhood to work in a grown-up world. To do this, the school framework must remain always mindful of the nature and prerequisites of that condition.

As the earth changes and as new innovation, new social structures, and new esteems create, school frameworks must know about those changes. The school administration ought to know and arranged to modify educational modules, guideline, and association to stay suitable. It would not have occurred in the event that it were not for the outside impact included. Change is the consequence of necessities distinguished from outside powers (Holbrook, 2005). The assignment of initiative or administration is to devise techniques to adapt to change, to go about as a change ace. Cases in the school condition could incorporate state or government commands or the effect of group weight gatherings. In this sense the association capacities at the impulses of those with greater specialist, impact, or political clout. Executing new changes includes meeting prompt concerns and is for the most part here and now or reactionary. Cases in the school condition could incorporate a minute ago changes in the school spending plan or tempest harm to a school building. In spite of the fact that it can likewise be inside driven, it is more probable that convenient change in the association will come about because of taking care of outer requests. Change is gotten from inside as opposed to outside sources (British Educational Leadership and Management Association, 2004). Change requires that people inside the framework work helpfully to change conduct or framework parts. Change is driven by the capacity of the framework to screen itself and work toward enhanced execution. A case in the school condition could be refreshing the educational programs.

In the situation, I would take time to learn more about the working of the school. As characterized by Baldwin (2001), the endeavor to coordinate change inside an arrangement of foreordained objectives and qualities. Key arranging in the school region is a case of arranged change. Change is frequently upheld change, unexpected, and regularly constrained on a school framework or an association. It is achieved by people specifically associated inside the framework that is evolving. It for the most part addresses the issues of an outside specialist as opposed to the requirements of the association being changed. An illustration would be a merger of two little however useful school locale. This came about because of the budgetary needs of the state as opposed to any brokenness in the neighborhood areas. Convenient change is for the most part additionally impromptu, addressing operational needs as they emerge. Notwithstanding, it ought not be causing profound modifications in the nature or general exercises of the association (Moorcroft & Caton, 2009). Mentally, change might be opposed as a result of obstruction with confidence needs, economic wellbeing, and relationship satisfaction. Change ought to be seen as a scholarly procedure as well as a mental procedure too. The most evident wellsprings of individual imperviousness to change start in the individual’s dread of the obscure.

The main task I would like to accomplish as the new principle is alignment of the school running with my philosophies. Organizational and singular schedules have a high level of conviction and are not effectively modified. This is impossible without some resistance from a person’s or a gathering. At present, various schools the nation over have acknowledged the test of refreshing and overhauling their administrations. New changes raise worry about the advancement’s materialness, impression of their own capacities (Razik & Swanson, 2010). Also, there are worries about different changes occurring in the meantime, and the help that they are given. While the rebuilding background will differ from school to school, reestablishment endeavors at any site can be all around strategized and facilitated. Subsequently, individuals will oppose change on the off chance that they fear it will diminish their energy and impact or make their insight and abilities old. To deal with the change procedure effectively, a few rules take after that feature fundamental viewpoints and issues of instructive change (Centre for Educational Research and Innovation, 2001). In schools, strategy, control, and educational module give an important situation to the work of educators, students, and staff. Change may undermine this structure of significance and deliver tension and resistance.


Baldwin, J. (2001). School management and school methods. Bristol: Thoemmes Press.

British Educational Leadership and Management Association. (2004). Educational management, administration and leadership. London: Sage.

Centre for Educational Research and Innovation. (2001). New school management approaches. Paris: Organisation for Economic Co-operation and Development.

Holbrook, A. (2005). School management. New Delhi: Cosmo.

Moorcroft, R., & Caton, G. (2009). School management and multi-professional partnerships. London: Continuum International Pub. Group.

 Razik, T. A. & Swanson, A. D. (2010). Fundamental concepts of educational leadership and management (3rd ed.). Upper Saddle River, NJ: Allyn & Bacon. ISBN: 9780132332712.

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