The role of educational Leaders is to be innovative leaders who can transform knowledge and experience they gain about the educational system into successful actions (Fullan, 2011). These actions should enable them to achieve their personal and organizational ambitious goals as well as reaching their objectives. Inspiring, empowering, motivating, affirming and challenging or extending the practice and pedagogy of educators represent the essential role of educational leaders (Covey, 2004; Tsai, 2011; Judge & Long 2012). Educational leaders need to identify essential learning, set clear goals and objectives, enhance educators’ performance, accurate student learning process, and develop plans that foster effective engagement of the factors that …show more content…
I believe that my educational role should mirror my values of lifelong learning and beliefs regarding the significance of relationships, academic excellence, personal and professional growth, shared values and vision, working ethics, trust, respect, flexibility, collaboration, open communication, creativity, responsibilities, and the integrity of our community (Covey, 2004; Beer & Nohria 2011; Judge & Long, 2012; Ciulla, 2012; Northouse, …show more content…
My vision should empower and inspire individuals to perform the best they can and do the great things as they could (Covey, 2004). The vision should describe where my organization now, where I see it in the future, and how we are going to get there (Bolman & Deal, 2013). This vision should be mutual and shared among all of the organization members. On the other hand, my mission should be applicable through innovative action plan; this action plan should help in achieving personal and organizational goals. The action plan will be created as a shard project, implement the whole team thoughts, ideas, and views. Finally, I believe it is important for leaders and their members to understand the organization goals and needs, and be on the same page to better support each other and develop everyone’s input; this will lead ultimately to achieve the output they look
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).
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
Touching lives and affecting the outcome of so many futures a teacher is the epitome of a leader. Just as a leader has his or her own style, a teacher’s way of motivating his/her students, also plays an important role for a students success. Spending more time children then most parents do, a teacher is crucial in shaping with children of the future. If teachers are poor leaders then children suffer. When they shine as leaders, children blossom and the universe is wide open. As a teacher must fine tune their leadership skills and find the best style of teaching for the students who they are teaching. The intrinsic characteristics of a teacher can be categorized into a few main teaching styles or leadership styles. Directing, participating, delegating, and combined styles are the main forms of teaching and leading. The qualities associated with these styles are necessary to any teacher. The purpose ...
It is my belief that anyone with a desire to change the world would be fortunate to work in education. By sharing my vision with others, and building upon my skills while seeking constant growth, I strive to take an approach to leadership that fosters an effective, nurturing educational environment for the entire school community. By creating this type of environment, as well as through embracing and enhancing my leadership strengths, it is my goal to contribute to society by inspiring people to become better not only as teachers and students, but as compassionate human beings.
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.
been in band for three years in middle school, high school band was a whole new world full of
I would like to apply to the Master’s Program in Educational Leadership. My goal is to continue my studies and successfully achieve my career goal of becoming a College educational leader.
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.
Before a leader can be successful and before goals can be set, a vision is needed. A vision is something you want to achieve or accomplish, something you want for the future, and it is the most important thing for a successful leader to have. Without a clear vision, leaders will have problems inspiring others, and employees will have a difficult time being motivated due to not knowing what they’re working to achieve. Clark (1997) states that “As a leader, you have to get your followers to trust you and be sold on your vision” (p. 1)...
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.
The first is a distribution of responsibility in response to the ever more expansive number of leadership tasks within schools, and the recognition that no one person could be reasonably accountable for it all (Harris and Spillane, 2008). Secondly, it has become clear that the work of educating students is becoming ever more complex, necessitating a more reactive form of leadership which utilises the skills and knowledge of staff to overcome new challenges or seize opportunities (Gronn, 2002). Knowing the breadth and depth of the skills and knowledge in the faculty at my school, I firmly believe that this is where the opportunity lays. What is missing is a plan for effective implementation or, put another way, for distributed leadership practice to
Teachers and leaders work and communicate together to initiate changes that’s needed to build new ways of learning, sharing and accessing knowledge, then putting it to work in the lives of all students. At my school we have learned education, science, technology and hardworking devoted staff members are the key to preparing our students for a great global education and future.
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
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