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The importance of leadership in the educational system
Importance of leadership in educational organization
Essays about transformational leadership
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Becoming an instructional leader doesn’t happen overnight and is a position that strongly impacts student learning. Since student achievement is a top priority for school leaders, knowing what it takes to be an effective instructional leader should be the primary focus for anyone with the desire to become one. To pursue my dream of becoming an educational leader, the courses taken at the University of West Florida provided a wealth of knowledge and paved the way for implementing my vision and maximizing my leadership skills. Throughout the course of the program, emphasis on the Florida Principal Leadership Standards competently prepared me for certification in educational leadership.
EDA 6063 As the first course in the Educational Leadership
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Leaders are not born, but they are developed and created from a variety of experiences, skills, strategies, and opportunities that hone leadership from within. When developed, the innate traits of a person help create an effective leader. Taking a closer look at my beliefs, values, and norms, I was able to establish my leadership platform. Because education is going through a paradigm shift, being a transformational leader could make these challenges easier to handle. Transformational leadership, which focuses on inspirational motivation, intellectual stimulation, personal and individual attention, and charisma, are major characteristics of this approach to leadership. After reading the article about Walt Disney in EDG 6503, Disney exemplifies this leadership style, and leading by example is the key to its success. In order to promote my vision, cultivate future leaders, improve student learning, and be a change agent, I must be able to identify my strengths and weaknesses as a leader. During this course several assessments and surveys were completed to help with this process. Understanding the core ingredients identified by these assessment tools has helped guide me along my journey in educational leadership. The personality indicator Meyers Briggs revealed extroverted characteristics that will greatly assist me with inspiring a school vision, building relationships and new leaders, and motivating team members. Another aspect of this could be helpful with implementing second order change. My leadership style and change approach inventory identify strengths in being a team player, concerned with problem solving, and helping others find solutions. When implementing a decision making process, these traits will be assets. Several areas were identified that show
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
D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135 Gordon, S. P. (1989).
Transformational leaders want individuals to make a positive change in their lives and try to help people apply a positive change on a daily basis. The leaders do this by implementing individual considerations which, according to Kendrick (2011), “treats each follower as a unique contributor and provides coaching, mentoring, feedback and growth opportunities.” This makes such an impact on people because each individual is getting different mentoring, feedback, and growth opportunities due to their unique personality. It is very important for each person to have this because everyone has a different learning ability and motivation. This helps each individual with their own distinctive endeavor.
Answering the question “‘Who are you?’ is where every leadership journey begins” (Kouzes & Posner, 2012, p. 43). My philosophy of leadership would be firmly rooted in compassion. It is my goal to create a learning environment that is supportive, fosters mutual respect and collaboration, and where students and staff feel safe and cared about. It is only when this type of environment is in place that I believe learning can take place to its fullest capacity. Through my completion of the survey for assessing natural leadership qualities, I was determined to be a creative assertive quality type (Glanz, 2002, p. 191-196). The characteristics listed on the high end of the creative assertive continuum are fitting to my personality (Glanz, 2002, p. 74). I am an emotional, sensitive, and caring person. I place extreme value on the presence of humanity in the world. Along with recognizing the importance of my students learning in many capacities, I believe we must educate the whole person by giving significant attention to the developing character of each individual child. It is my philosophy that by helping students to grow into critical thinkers that possess outstanding character, which includes demonstrating sensitivity and concern for others, that their lives will be rewarding as they contribute positively to the wor...
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
In order for leaders to be effective in various roles and changing environments in their personal lives and occupations, they must acquire knowledge of different styles and theories of leadership. "Debate is common about which leadership style is most effective. The answer, of course…it all depends" (Kohntopp, 2012). Through completing the leadership assessment to determine how personal characteristics categorize into Kent University’s leadership styles, and comparing the classification of these various styles as they pertain to personal experience, one can determine what characteristics to utilize dependent on specific scenarios. By implementing the C.O.A.T. theory of assessment, as well as the Transformational
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
Leadership is an important factor in managing change in organizations (Sarros & Santora, 2001). Leadership is one of the most vital success factors in organization (Murphy & Ensher, 2008). At any time in history of any community, there has always been a great leader and leadership has always been practiced (Leech & Fulton, 2008). For all successful organizations, there has been an effective leader who is able to mobilize all the resources in the organization to achieve its goals (Malusu, 2003). Schools, like other organizations, require effective leadership to achieve their goals (Barnet, McCormick & Conners, 2001). In an educational system, a principal as the coordinator of all educational and training activities
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.
A major effort to reshape the direction of the practice and professional preparation of school leadership was manifested in 1996 with the creation of the Interstate School Leaders Licensure Consortium (ISLLC) developed by the Council of Chief State School Officers (CCSSO). The Consortium established 200 indicators desired of school leaders placed within six standards—1) vision of learning, 2) culture of teaching and learning, 3) management of learning, 4) relationship with the broader community, 5) integrity, fairness, and ethical responsibility, and 6) political, social, economic, legal, and cultural context (Murphy, 2003; Murphy & Shipman, 1999). Moreover, within the six standards the CCSSO perceived that indicators be situated under headings
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