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Goals for transformational leadership
Goals for transformational leadership
Assessment 1 on transformational leadership in organization
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“People don’t leave an organization; they leave people (leaders)” (Hersey, Blanchard, & Johnson, 2008). Educators are no different, an administrator makes a large impact on a school, and that impact can be positive or negative. The responsibilities of an administrator include leadership and management, and are increasing every year. Every administrator has a different leadership style, they may have similarities with others in the style but they also have differences. “Leadership style is the pattern of behaviors of a person who assumes or is designated to a position of influence in an organization (Razik & Swanson, 2010, p. 85).”
Administrators have responsibilities in many different areas of a school and their leadership style may need to change. Yukl and Lespinger felt that leaders have various interactions and demands placed upon them, and they have to decide the impact of their decisions. “By developing the multiple approaches, effective leaders work toward finding solutions that will benefit both individuals and the overall organization (Razik & Swanson, 2010, p. 93).” Mr. Wilson has been forced to deal with being a new administrator, changing from a middle school to junior high, adding new programs and changing from a trimester to semester schedule. These changes came over the time period of four years and at times, at the last minute. Educators can be resistant to change and as administrator, there are times they need to take a democratic approach, and at times they must take an autocratic approach, telling educators what they are expected to do. Mr. Moore, as an assistant principal, has responsibilities in which he has the final say, and in other situations, he must take a back seat to the principal and serve as a coll...
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...rs to work with parents and community members to build school effectiveness. Every theory has its place in education and can be applied to multiple situations, none of them more right than the other, they are only different, just like the administrators and educators trying to live and apply them.
Works Cited
Giles, C. (2006). Transformational Leadership in Challenging Urban Elementary Schools: A Role for Parent Involvement? Leadership and Policy in Schools, pp. 257-282.
Harris, A. (2005). Teacher Leadership: More than Just a Feel-Good Factor? Leadership and Policy in Schools, pp. 201-219.
Hersey, P., Blanchard, K. H., & Johnson, D. E. (2008). Management of Organizational Behavior. Upper Saddle River: Pearson Education, Inc.
Razik, T. A., & Swanson, A. D. (2010). Fundamental Concepts of Educational Leadership and Management. Boston: Pearson Education Inc.
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
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).
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...
Sternberg, R. J. (2013). Perspectives: Leadership Styles for Academic Administrators: What Works When?. Change: The Magazine of Higher Learning, 45(5), 24-27.
Blanchard, P. H. (1988). Management of Organization Behavior: Utilizing Human Resources. Englewood Cliffs, NJ: Prentice Hall.
Robbins , Stephen P. and Judge, Timothy, A. Organizational Behavior. Upper Saddle River, New Jersey. Prentice Hall. Pearson Custom Publishing. 2008 Print
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).
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...
The modern educational leader must understand that their role is no longer to run the day to day operations of the school district or school. The role has been transformed to incorporate motivating students and teachers alike as well as creating visions and mission for the direction the leader would like to take with the organization. Leaders challenge and inspire people to go above and beyond their comfort zones. They have the ability to influence and enlist the support of others towards accomplishing specific goals.
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.
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.
Schindler, P. S., & Cooper, D. R. (2001). Mastering Teacher Leadership. Retrieved from www.wittenberg.edu: www.quirks.com/CGI-BIN/SM40i.exe?docid=3000:58911&%70assArticleID=409
As mentioned before, leadership styles take an important role in running a school. Unfortunately, many principals have not yet defined their leadership style and struggle to administrate their school. They are responsible not only of teachers and students, but of every employee in the school. They have the power to control all the resources available to improve and meet academic goals. Despite their power, principals need to identify appropriate leadership styles to succeed as