In most leadership, stories, the central theme is that there is one vital leader who undertakes and effects the success of the organization. However, according to Spillane (2005), there is more to leadership than this; many people are involved behind the scenes and, it is more of a team leadership rather than a central leadership. Unlike instructional or transformational leadership, which focus on the characteristics and roles of the individual leader, distributive leadership focuses on how different players in the school setting conduct their distributed activities. As a result, it is important to point out that distributed leadership entails a division of work and specialization of labor. Each faculty or staff member is responsible for utilizing …show more content…
This list includes areas such as curriculum, assessment, behavior management, and instruction. It would be rare to find a single individual who has the capacity to master such a wide array of skills (Marzano et al., as cited in Vermont Department of Education, n.d.). Therefore, creating leadership teams can help successfully distribute the skills of individuals. In fact, most educational policy makers agree that substantial change cannot happen without the participation of other educators-mainly those already serving in the building (Pate, James & Leech, 2005). For this kind of leadership to be effective, a rather detailed structure needs to be adopted. Different faculty members strengths need to be noted and their assignments given based on their …show more content…
At times, with a view to having everyone involved in the leadership of the school, people are assigned similar roles under different titles. The direct result of this is a conflict of interest and leadership wrangles. Each individual will have their thought process for what needs to be undertaken and more often than not will conflict with what the other person wants. Ultimately, this leads to some form of a contest on whose ideas are better. Eventually, these leads to confusion in the school set up on what ay to follow. This is not only to the faculty but also to the students. Eventually, this leads to a collapse of the leadership style. As a result, it is important that when this form of leadership is enacted, a clear and well thought out plan needs to be undertaken. The duties and roles of the different individuals need to be spelt out in order to curb such cases of conflicts. More importantly, some argue that distributed leadership should be integrated with instructive leadership. An overall leader needs to assign the duties to each of the individuals for smooth running of the whole
The strength of the education in a community is directly responsible for how strong a community will be in the present and future, as does the efforts parents make in the learning processes of In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth.
In conclusion, all types of leadership are similar in ways such as taking initiative or setting the example. However, different types of leadership have a different perspective depending on the situation. Combat leadership is high-risk and requires a single-unquestioned authority. A certain level of responsibility and decisiveness is necessary. On the other hand, leadership in the dorm has an entirely different perspective, one of patience, listening, and finding a thought-out solution. Both leaders are necessary to lead the group, but differ dramatically in style based on the
As a leader candidate, I can understand the challenges and multiplicity of complications that administrators must face each day. However, I will not accept any remote possibility that the students must be affected by some flaws of the school organization. We all as leaders, must be strategic with people, time, and money to guide our students towards an academic success.
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Chappuis, S., J. C. (2009, February). Supporting Teacher Learning Teams. Educational Leadership: Association for Supervision and Curriculum Development , pp. 56-60.
In School Leadership that Works Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005). “Some innovations require changes that are gradual and subtle; others require changes that are dra...
Feces, viruses, staph, Salmonella and hand-foot-mouth disease. These are just a few of the things that can be on our hands from normal daily living. With compromised immune systems, open wounds and other issues, these are very harmful. That is why it is so important to keep proper hand hygiene in mind at all times. Hospital infections affect almost two million people in the United States every year, 100,000 of whom die. Up to 70 percent of infections could be prevented if the health care workers follow recommended protocol (Michigan Health Lab, May 26, 2016). Nobody wants to know that when your food has
With the passage of NCLB, many school reform efforts have been initiated using top-down model in which each school leaders have been charged with initiating bold administrative changes to address the legislation. With the number of leadership theories and models, researchers have become interested in studying those to determine which might bring forth the most significant results for leading such change. Due to the lack of highly qualified administrators and the increasing demands for administrators, Bush, O’Brien & Spangler (2005) studied a program, the Southern Tier Leadership Academy, a collaborative of the New York Education Department. The study included three separate cohorts who completed an eight month program. Whereas, Somech (2005) chose to investigate directive and participative leadership approaches, and which would more significantly impact school effectiveness. Perhaps Somech’s reflect Scherer’s (2009, p.7) understandings as described in Educational Leadership, ‘broom-wielding leadership can indeed be beneficial’ as is putting advocates into positions of power and influence and building teams, both of which are seemingly contrasting opposites.
Building Leadership Capacity in Schools by Linda Lambert touched on a number of key ideas. Lambert provided examples from different schools, principals, and her experiences on obtaining and sustaining leadership capacity while developing her character. Lambert points out that to build leadership capacity in schools there should be participation by parents, students, and staff. Also these are the same characteristic as to becoming a great character in society. In this paper I will talk about the staff and there level of participation. Lambert points out that conversation with individuals about their roles as a leader should take place as individuals take on the task of leadership and character development. One key element in the text was the level of participation and degree of skillfulness for leadership capacity while trying to discover your character. Another element in the text that I found key was to break the dependency relationships on staff and the principal. As we work toward building leadership capacity and charcter, it will take time and time is a big factor on building leadership capacity because there are not enough hours in the day to get everything done that we would like to do without strategically planning leadership meetings.
The concept of leadership arises out of the need for cooperative action by human beings to achieve certain goals. Leadership seeks to identify and deploy the groups’ pooled resources to tackle problems in order to achieve set objectives. While human beings are independent and capable of individual action, there are many situations in real life that require dependence on one person or a small group of people who have a broad view of the intervening issues enabling them to direct the actions of the rest of the individuals. The degree of success from this effort is a measure of the leadership skill present within a team.
In developing my own educational leadership model (MELM) I began with establishing what I believe the goal of education should be, since leaders by definition are leading people towards something. The goal of education is to effectively teach students the essential skills and knowledge they will need to establish a productive, positive, self-sufficient life where they can be active members of their communities. An effective leader, while working towards this goal will need to consider the present conditions and demands of the environment they are a part of. In the field of education, both internal and external factors are of crucial importance when developing a plan to lead for success. However, one must note the variables in education are different than those the business sector face, for example; student performance, ability and cultural differences; availability/condition of supplies and materials; goal; educator’s capability, views and attitudes; conditionality of economic support; openness/hostility of influencing communities; state or government performance mandates. A leader who knows where they (students, school, district, community) are now, can approach goals more clearly and develop more effective strategies to arrive at them.
Teachers have always played one of the most important roles in schools and in the educational histories of most students. One of the greatest challenges facing education systems is implementing the changes that would increase student learning. In this paper, I seek to investigate the traditional views of school reform by redefining the roles teachers can play in school change and thus, increasing student’s learnings outcome.
Leadership is not always in the hands of members and it continually meet with dilemmas and difficulties.
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a