Leadership issues in schools are sometime complex and do not always present as clear-cut and easy to solve. Take my personal situation that involved a series of complex organizations coming together to solve an issue related to teacher licensure in the state of California. This particular situation involved a host of organizational leaders collaborating to solve a complicated, multi-faceted problem. I will frame my personal leadership dilemma utilizing the UC Berkeley Leadership Rubric read in EDLD 610 as assigned by Dr. Martinez. There are seven elements in the Rubric to include: 1) Presence and Attitude; 2) Identity and Relationship; 3) Equity and Advocacy; 4) Curriculum and Instruction; 5) Organization and Systems; 6) Change and Coherence; 7) Assessment and Accountably. Each element plays an important role in solving my personal leadership dilemma.
Introduction of the Problem
My background in education is relevant, as my experience plays an
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It is a fee-based program spread over 2 consecutive years, which consists of intense support and engagement of new teachers in California. The programs framework is based on the California Standards for the Teaching Profession (CSTP) and it serves as an induction platform for new teachers. The program provide communal language and a shared vision of teaching, as well as addressing the difficulties of the profession in general. I was hardly a new teacher and I had already been successfully employed as a teacher in California for 2 solid years of service. The California Department of Education (CDE) identified me as not having met the criteria to teach in the state. I had somehow fallen through the cracks of the system and when I was finally found, I had a laundry list of requirements to check off in order to continue working in the state of
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).
Exemplary leaders have a profound and positive influence on the commitment and performance of their followers. In order to achieve and sustain success exemplary leaders have to effectively communicate a clear vision, cultivate a team environment and establish cooperative goals. Coach Boone displayed several actions and behaviors that represent The Five Practices of Exemplary Leadership.
“Leadership is a relationship between those who aspire to lead and those who choose to follow” (Kouzes and Posner, p. 30). Over the past two years, Sunshine Elementary School has experienced an extremely high turnover rate. To reduce and improve past destruction, staff will learn to model the way by demonstrating the values set forth by myself. The values are the standard that will assist in the development of an organization filled with a variety of leadership that will create an atmosphere of a superb leadership growth school wide. Sunshine Elementary School (SES) is the pilot for this leadership development blueprint for Pflugerville Independent
Everyone has a different definition of what makes someone a leader. My definition is not a statement of requirements, but more so a list of characteristics. I believe it takes a strong, independent, dependable, open-minded, thoughtful, selfless, smart and creative, someone who can work well with others, able to work under pressure, respectful, and experienced individual to be a leader. I believe it is someone who knows who they are and know their morals, someone who has already found who they are in life and accepts who they are, making what I believe the most important characteristic is, is someone who knows and sticks with their personal values. If someone cannot respect values and stick to their word, then how can they be a leader of others? A leader takes a lot of work, but if you are good at it, it may seem like nothing. Some people are leaders and do not even know it, like role models. When little kids look up to certain people that have impacted their lives in a way, they will see those people as role models. Truth is, leaders are everywhere and not everyone knows or can see that. It's not always the person who stands out for taking control or being bossy, but the one with the characteristics and high values that do the right things, even when no one is watching.
Northouse, P. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: Sage Publications, Inc.
David T. Conley, Ph.D. a. The. Education - Leadership -. Vol. 66 No.
One of the topics in organizational development today is leadership. Leadership is what individuals do to mobilize other people in organizations and communities. According to Kouzes & Posner, there are five practices and ten commitments of exemplary leadership. The five practices of exemplary leadership include: Model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart. In the Leadership Challenge, Kouzes and Posner found similar patterns and actions of leadership that created the essentials to achieve success. Utilizing the research conducted by Jim Kouzes and Barry Posner, I have created a leadership plan that would apply to the Admission Department at Texas Wesleyan University.
Newspaper articles and websites about those organizations and the people connected to them instructional leadership. Examples of organizations such as Michelle Reed, Teach for America, and The New Teacher Project are a few (Rigby, 2014). The focus was on three out of the eight Dimensions when writing the memo notes. Number one focused on the underline assumption that all leaders share a commitment to bring educational opportunities to all students. Number two, leaders focused on the practice of instructional leadership. The third Dimension is the role of the teachers. Teacher’s characteristics have the biggest or largest impact on student learning inside of schools. The research shows that school leaders influence teachers such as with their type of their instructional leadership style they should develop trust and professional community. Majority of principal’s instructional leadership action is focused on the teachers through direct interaction such as observations and feedback (Rigby, 2014). The three largest instructional leadership research found that there was an assumption that the primary role of the principle is that of instructional leader how it is conceptualized and what it looks
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.
My biggest personal leadership failure occurred earlier this year when I worked at Einstein Bros Bagels at Coffman Union. I stayed there from January until April making and serving bagels to customers. However, I had the morning shift, the busiest period of the day. Long lines would form every time I was there, and sometimes I couldn’t catch up. One day in April, my co-worker, a veteran making bagels, was absent, and someone who didn’t have as much experience replaced her. What followed was a mess. My team chemistry with the replacement was dreadful, and a ton of people had to wait a while for their orders. My manager saw the incident, and after my shift was over, he gave me the option of leaving my job. I accepted, but my self-confidence was in a state that was beyond repair. It was one of the first times that I felt I let others down with my work performance. I learned that I shouldn’t expect to be great at everything and that I should analyze my weaknesses before taking on something challenging.
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.
My leadership model would keep quality education and its goal as the universal, underlying focus or vision much like the Instructional Leadership Model. Similarly, capable and motivated educators would be sought, curriculum and instruction would be reviewed for effectiveness, training or additional support would be given to develop teachers’ abilities and appropriate, relevant textbooks and supplies would be provided. However, one key departure from the Instructional Leadership Model is th...
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
Leader should have the shared responsibility and collaborative quality. For example, instead of making the strategy alone, he will gather the idea of all brilliant workers to increase the productivity of the organisation.