Self-Care is Not Selfish

This chapter defines and outlines many aspects of self-care and renewal and how various practices have tremendous benefits to both teachers and students. Furthermore, self-care and renewal practices when promoted consistently can have a great impact on the school climate as a whole, but especially for students impacted by trauma. Both authors provide personal anecdotes pertaining to self-care and renewal to dive deeper into the topic. The role of the school leader as well as the teacher/leader relationship is explored including aspects of leadership that promote self-care and renewal. To round out the chapter, controversies and opposing viewpoints to self-care and renewal practices in schools are examined. The overall purpose of this chapter is to illustrate the importance of self-care and renewal and the dramatic impact promoting it can have on the school and all those in the school environment.

How to Pay your Students to Go to School: Student-run record labels and the creative pedagogue

The author examines a federally funded internship program he organized while serving as the director of the High School for Recording Arts Los Angeles program. The school paid students to operate their own record label. Under the American Workforce Innovation and Opportunity Act, approved organizations provide paid, for-credit internships to young people who meet the definition of opportunity youth. Through this partnership, students learned real-world skills, gained hands-on experience, and built their resumes. The author experienced a shift in his professional praxis from school leader to creative pedagogue. During the internship, the school experienced increased student attendance and enrolment, suggesting the paid internship resulted in increased opportunities for student learning. The author covers similar opportunities across the US and Canada.

The role of the school leader in the inclusion of migrant families and students

Social, political and economic upheavals, coupled with natural disasters, are recurring, major causes of the displacement of people worldwide. Hosting nations are constantly seeking ways and means to meet the diverse needs of migrants, immigrants, refugees and asylum seekers, with schools incessantly being urged to play a major role in the inclusion of migrant students in all aspects of school life. The study highlights the strategies being employed by a Maltese school leader in his quest to fulfil his noble mission of effectively including all students, irrespective of background of origin. The study also seeks to develop and expand the role of the school leader towards meeting the needs of migrant students and their families within the school set-up and beyond. It also seeks to engage readers in a critical and constructive discussion surrounding the effective inclusion of migrant students in schools and society. It transpired that the school leader‘s work can be summarised under four categories: 1) reconceptualising the meaning of diversity 2) promoting an inclusive school culture, 3) strengthening of language support and 4) the extension of school relationships beyond school boundaries.

Leaders in Limbo: The Role of Collaborative Inquiry Influencing School Leaders’ Levels of Efficacy

Using collaborative inquiry as a methodology for investigation, this study examined the implementation of a model of generative leadership (Adams et al., 2019) to explore the question: In what ways can implementation of a generative leadership model of professional learning for school leaders influence their sense of efficacy? An adapted model of generative leadership was adopted by seven school leaders in Alberta, Canada over a period of three years. Data was collected at the end of each year through journal reflections (Bashan & Holsblat, 2017) to ascertain school leaders’ levels of efficacy. Findings revealed four themes that identified how a generative leadership model influenced participants’ effectiveness in their roles. These findings offer insight into how models of school leader professional learning might be re-imagined in order to positively influence their sense of efficacy.

Kepemimpinan Transformasional Kepala Sekolah Dalam Meningkatkan Mutu Pendidikan SDI Nurul Yaqin Kapedi Bluto Sumenep

Abstrak: Tujuan penelitian ini ingin mengetahui kepemimpinan transformasional kepala sekolah dalam meningkatkan mutu pendidikan, yang dijabarkan menjadi tiga fokus yaitu untuk mengetahui upaya kepala sekolah mengimplementasikan kepemimpinan transformasional dalam meningkatkan mutu pendidikan di SDI Nurul Yaqin. Mengetahui faktor pendukung yang membantu kepala sekolah dalam meningkatkan mutu pendidikan di SDI Nurul Yaqin. Mengetahui faktor hambatan yang dihadapi kepala sekolah dalam meningkatkan mutu pendidikan di SDI Nurul Yaqin. Peneliti menggunakan pendekatan kualitatif lapangan. Adapun metode yang digunakan adalah wawancara, observasi, dan dokumentasi. Dari metode ini, peneliti kemudian menganalisis data yang ada, sehingga beberapa menemukan hasil dari data-data tersebut dalam sebuah kesimpulan. Dalam meningkatkan mutu pendidikan di sekolah, kepemimpinan transformasional kepala sekolah berperan penting dan bersifat urgen dalam proses peningkatannya. Kepemimpinan Kepala Sekolah di Sekolah Dasar Islam (SDI) Nurul Yaqin Kapedi Bluto Sumenep sudah bersifat transformasional, hal ini dapat dilihat dari upaya Kepala Sekolah dalam meningkatkan mutu pendidikan di SDI Nurul Yaqin dengan rapat para guru, Pertemuan orientasi bagi guru baru, diskusi dengan para guru, Studi kelompok antar guru, serta seminar guru. Sedangkan Faktor pendukungnya adalah guru respek terhadap kegiatan sekolah dalam kegiatan proses pembelajaran dan juga loyal terhadap kepala sekolah baik disekolah maupun diluar sekolah. Dan faktor penghambatnya adalah ada sebagian guru yang menetang keputusan kepala sekolah serta sarana dan prasarana yang kurang memuaskan. Kata Kunci: Transformasional, Kepala Sekolah, Mutu Pendidikan Abstract: The purpose of this study is to find out the principal's transformational leadership in improving the quality of education, which is translated into three focuses, namely to find out the principal's efforts to implement transformational leadership in improving the quality of education at SDI Nurul Yaqin. Knowing the supporting factors that help the principal in improving the quality of education at SDI Nurul Yaqin. Knowing the obstacles faced by school principals in improving the quality of education at SDI Nurul Yaqin. The researcher used a field qualitative approach. The methods used are interviews, observation, and documentation. From this method, the researcher then analyzes the existing data, so that some find the results from these data in a conclusion. In improving the quality of education in schools, the principal's transformational leadership plays an important and urgent role in the improvement process. The leadership of the Principal at the Nurul Yaqin Islamic Elementary School (SDI) Kapedi Bluto Sumenep has been transformational, this can be seen from the Principal's efforts to improve the quality of education at SDI Nurul Yaqin with teacher meetings, orientation meetings for new teachers, discussions with teachers , Study groups between teachers, as well as teacher seminars. While the supporting factors are teachers respect for school activities in the learning process activities and are also loyal to school principals both at school and outside school. And the inhibiting factor is that there are some teachers who oppose the principal's decision as well as unsatisfactory facilities and infrastructure. Keywords: Transformational, School Leader, Quality of Education