Case study: The role of leadership in the systematic improvement method

King David Primary School is an institution with a long history and recognized by the community. Former neighbors remember that many directors were faced with the current school management mechanism, but none could work anything to ensure that the problems raised by the school were resolved. The greatest difficulty lies in the geographical isolation of the school, which causes many children to have poor attendance or drop out of school, mainly in winter, when rain makes the roads impassable. For this reason, teachers are often absent or resign from school, causing problems that make the normal functioning of the school day difficult. Many principals are tired of having to ask the city government for help to get transportation to help students and teachers get to school. It seems that the government is not very interested in operating this school. When the new school director arrived, everything seemed to have changed. The first thing she did was meet with teachers and parents to find out how they saw the school, what the main difficulties were and what were the most important issues that needed to be addressed. She personally went to the homes of absent students and spoke to parents to make them understand that their children should not miss school. She sat for weeks in the township waiting room receiving treatment and talking about issues that needed to be addressed on campus. Some teachers saw this as an unnecessary initiative and a waste of the principal's time. The most critical person said that instead of wasting time she should dedicate herself to working and worrying about all the problems she faces every day. However, she insisted and convinced the mayor to agree to include on the agenda of a government meeting the purchase or rental of a bus to transport students and teachers with municipal funds. She organized a group of teachers, students, and community representatives to attend the city council and raise awareness of the problem and the solution. She asked some of her more tech-savvy teachers to help her work video and presentation for the school campus. Through this initiative, she convinced the council to approve the lease or purchase of a bus, while a project was built to purchase buses with state or federal funds.

Seeing how the objectives were achieved, some teachers became excited and began to cooperate. A school council has been created that is characterized by responsibility and close cooperation between them and with the school. Everyone knew their functions, which, combined with the autonomy they had in decisions, gave management a speed and security that they had never known. The school council began to meet systematically, establishing an environment of trust between them, which allowed them to be self-critical and develop a good working environment. They have developed a set of systematized key rules and processes, allowing the entire educational community to learn from them and organize themselves to operate in an orderly manner and be able to detect in a timely manner when something is wrong. For ten years, the school has had a very good performance, improving indicators, achieving good results and differentiating itself from other schools in similar circumstances. However, the principal informed the school board that she planned to retire that year because she had her only daughter out of the country and was about to become a grandmother, so she wanted to be free to spend more time with her during the school year. anus. This news is sad for the entire community; Many teachers think that everything they have achieved will be forbidden. They doubt that a new educational leader can maintain what has been learned or motivate parents and students to continue working on unfinished projects.

Can you develop a work plan for the first five (5) months of your new educational leader role in the case presented?

Two (2) objectives and activities per month.

Use this format to work the plan:

Operational objective (What, when, how much and how)	Activities	DATE (Per Activity)	Fiscal resources	Responsible Person(s) (by activity)	Expected achievements (by objective)	Evidence to be presented (per achievement)
		October
		November
		December
		January
		February