What are the Responsibilities of the Head of the Institution

The following are the responsibilities of the head of the institution

  • Shaping a vision of academic success for all students: Although they say it in different ways, researchers who have examined education leadership agree that effective principals are responsible for establishing a school wide vision of commitment to high standards and the success of all students.
  • Creating a climate hospitable to education: Effective principals ensure that their schools allow both adults and children to put learning at the center of their daily activities. Such “a healthy school environment,” as Vanderbilt researchers call it, is characterized by basics like safety and orderliness, as well as less tangible qualities such as a “supportive, responsive” attitude toward the children and a sense by teachers that they are part of a community of professionals focused on good instruction.
  • Engaging parents and the community: continued interest, uncertain evidence: Many principals work to engage parents and others outside the immediate school community, such as local business people. But what does it take to make sure these efforts are worth the time and toil required? While there is considerable interest in this question, the evidence on how to answer it is relatively Weak.
  • Cultivating leadership in others: A broad and longstanding consensus in leadership theory holds that leaders in all walks of life and all kinds of organizations, public and private, need to depend on others to accomplish the group’s purpose and need to encourage the development of leadership across the organization. Schools are no different. Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the universities of Minnesota and Toronto.
  • Improving instruction: Effective principals work relentlessly to improve achievement by focusing on the quality of instruction. They help define and promote high expectations; they attack teacher isolation and fragmented effort; and they connect directly with teachers and the classroom, University of Washington researchers found.