The idea that vision is increasingly regarded as an essential component of effective leadership (Beare et al., 1992), has supported me in understanding my role as a leader, that I can bring the best of my team through shared vision, clear sense of direction, setting achievable goals and remaining accountable in all circumstances.
In order to formulate and articulate the vision effectively, the study of the eight leadership models by Bush and Glover (2003), provide relevance. As the mission of Beaconhouse School System (BSS) is to provide quality education through quality teaching, I consider Instructional Leadership the most significant of all. But as Leithwood claims this type “heavily classroom focused” and do not address “second order changes . . . [such as] organization building,” (p.501), I would rather support Eileen Horng and Sussana Loeb, who have proposed a different view of Instructional leadership, in their article “New Thinking about Instructional Leadership”, which emphasizes organizational management for instructional leadership. This very well fits into my school context, where we have improved hiring system, tier wise professional development programmes for
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In our school context, I find structural framework most relevant as it supports me to analyse present structures, enables me to empower my staff to take decisions and make informed choices and enables me to understand their problems and resolve it. The study of political frame has also changed my view about ‘politics’, which was earlier a combination of dislike and fear. As a leader I need to be well aware of the interest groups, address issues and try to diffuse the situations and develop good rapport with parents and local community. Thus it is very important for me to use multiple frames to analyze different situations in my
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.
Two years ago School District 74 organized a series of leadership workshops designed to strengthen the leadership performance of school administration and teaching staff. Participants were encouraged to think of themselves as leaders and to identify situations in which they were or could be leaders. The idea seemed to be not only that our school system will be improved through the development of strong leadership (on its own an important recognition), but also that anyone (and everyone) can be a leader in his or her own position within the system. This is a ridiculous idea. If leadership is approached as the only label that designates personal merit or importance, then the implication is that followers are less capable, less thoughtful and less important than leaders. If everyone is a leader, then the idea of leadership quickly loses its meaning; leadership implies followership, and without followers leaders could never lead effectively. Past emphasis on leadership has largely ignored the reciprocal relationship between leadership and followership. The purpose of this paper is to briefly discuss followership, and to acknowledge its importance to organizations, especially school systems.
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
Inspire a Shared Vision- leaders believe that they can make a difference in getting others excited and drafting them into their dream and the future possibilities.
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).
As a project team leader with an ever growing and dynamic project base, which often has four or five projects running simultaneously, this project leader has recognized the need for an authentic leadership vision that inspires others within the organization and correlated project teams to share the vision. Establishing consensus and evaluating the implementation of a vision process will be addressed within this document along with a step by step vision implementation process where a positive vision is created and fostered within this project oriented organization. The vision implementation process will consist of: a) eliciting a sense of urgency for implementing the vision; b) developing an expert vision implementation project team, c) developing interaction strategies where feedback is valued from the entire team, d) navigate challenges through scenario planning sessions, e) modify project strategies so changes are accepted and implemented quickly, and f) document and record project progress, obstacles and lessons learned. In conclusion, there will be a summary of what success within an authentic leadership organizational vision entails.
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
What does leadership mean in the context of educational leadership? Many definitions of leadership in education co-exist, attesting to the complexity and multi-faceted phenomena of the concept (Elwell & Elikofer, 2013). Leadership is one of the most observed and least understood organizational and psychological areas of study. Despite volumes of research and numerous theories, no one theory of leadership emerged as the sole predictor of the success of educational leaders. The current body of knowledge about leadership consists of narrow definitions of leader effectiveness that are disconnected from their context (Latham, 2014). Educational leadership influences and affects every dimension of the educational process from the
Leadership is trait that is extremely important in any society. Leadership is known as the way people attempting to make a difference in a situation. However, I believe that it is better said to be a way of influencing others actions. Leadership is usually connected to a great leader that affected his or her followers in a dynamic way. Throughout the semester for my leadership class, I have expanded the knowledge in numerous ways. I now have fully understanding of the purpose and process of leadership to a society. Being a leader one must maintain an image of being the role model. I believe that this is leader should be who is someone who has the ability to influence, encourage, listen, and nurture. They are able to inspire, stimulate, persuade, shape, and have an effect on others.
In this essay we will be introduced to a leader who holds a high place of authority in the military and gain some personal insight on leadership and management. Then will look at this writer’s own personality traits and what leadership model the personality traits best match. Then look at the tenets of motivation and how this writer’s personality suites these tenets. Also look at the relationship between effective communication and motivation. Then finally we will look at some thoughts of what it takes to be an effective employee, successful manager, and an exemplary citizen.
In Leading and Leadership, Clark (2014) discusses about establishing and attaining goals as a leader and being able to gain trust from followers. Having a perspicuous vision and being able to recognize and communicate it is very important. A vigorous vision can generate and drive teams and organizations to move forward. As Clark (2014) says, “A vision necessitates people to reach for any obtainable change, grow and improve.”
temper their need for public acclaim and financial reward with strong intrinsic motivations” (George, Sims, McLean, & Mayer, 2007).
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
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.