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Review of the paper transformative leadership achieving unparalleled excellence
Review of the paper transformative leadership achieving unparalleled excellence
Philosophy of transformational leadership
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As an aspiring school administrator, I value the principles of transformative leadership to succeed as an influential leader in education. I believe that a primary goal for leaders is to motivate others to commit to the vision and mission of the school or district by igniting their own leadership potential so that they can influence others to follow the same beliefs. Moreover, Lynch (2015), adds that transformational education leaders allow teachers to set goals, maintain autonomy, and commit to the school’s goals by transferring responsibilities which increase the individual’s sense of belonging to the school. Through my experiences as a principal intern, a classroom teacher, and learner, I recognize the dynamic role that principals play
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.
Chapter one of Ten Traits of Highly Effective Principals opens with one of the most influential traits of what an effective principal should possess, the communication trait. To be successful in any venue in life, you must be able to communicate with people; this is especially true in the education world. Principals are responsible for communicating with people in all walks of life, parents, students, teacher, administrative office personnel and the general public, as an administrator, you must make each of these individuals feel a sense of trust and belonging while communicating with them. Principals use conversations and gesture to build confidence and open lines of communication for learning and growth.
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 this paper, I will inform you about issues in globalization, power, followership and cultural change in the perspective of a health leader. I will identify three major health issues that are global but has the potential to affect the United States health care system. I will describe these global health issues influence health leaders. I will relate global leadership with transformational leadership. I will illuminate three elements of cultural and diversity within health care organizations. You will find a table of cultural attributes to be made aware of. I will categorize the differences in global leadership according to power, technology, and knowledge management and will explain two leadership approaches for implementing change.
In Leadership Theory, Application & Skill Development, transformational leadership is defined as “seeking to change the status quo by articulating to followers the problems in the current system and presenting a compelling vision of what a new organization could be” (Lussier & Achua, 2013, p.331). This theory, in combination with the exercise regimen, CrossFit, is the focus of the book Transformational Leadership and High-Intensity Interval Training by Carol R. Himelhoch, PhD. Himelhoch illustrates a correlation between a leader’s ability to tap into the transformational leadership style and their consistent participation in intense workout sessions. A transformational leadership style benefits from High-Intensity Interval Training (HIIT) via challenging the participant, which imparts a sense of achievement when they complete a demanding Workout of the Day (WOD). HIIT encourages the individual to push themselves and take risks, not only during the workout, but also in their leadership roles at work.
In Change Leadership, Keagan and Wagner (2006) discuss the many factors of change and the systematic approach to change. Change affects people in different ways. Leaders need to be able to respond to the individual throughout the change process. School Leadership that Works 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).
Slavitch and Zimbardo (2012) assert that adult learners desire to improve their understandings by adjusting their “frames of reference,” including their points of view and habits of mind. In the case of the grade change initiative, the frames of reference were shaped by the parents, students, and administration. The committee entered the situation already having used instrumental learning to arrive at a solution. Their jobs to “reframe” the teachers’ beliefs and practices was able to work through the committee’s use of modified andragogy, allowing the teachers to discover their own truths as educators (Mezirow, 1997). Although entering the situation with an already-decided, seemingly autocratic decision in place, the committee was able to use their passionate transformative skills to win the teachers over to their side. The teachers’ self-discovery then enabled them to believe their decision was a wholly democratic one, which was not quite the case. As cited in Slavitch and Zimbardo (2012), Bass and Riggio’s (2010) explanation of transformational leadership perfectly embdodies DKJA’s grade change initiative: the follows were inspired to be a part of a shared vision, they had to challenge themselves to be problem solvers, and their leaders both challenged and supported them at all times. The teachers’ decision to “put themselves on the line” and “take one for the team” showed their allegiance to the group and their desire to be a part of something authentic, fulfilling, and true to themselves as both humans and
This is to ensure that the changes that are occurring within education; I am helping to shape and foster. Therefore, as an educational leader I strive to the notion that my most important constituents are my teachers because they will shape the thoughts and opinions of my students and larger community. With that in mind, I want to create a school environment that fosters high-quality curriculum, cutting edge instruction, and 21st century problem solving and equipment learning. Therefore, I want a school that students, teachers, and the larger community would be proud to send their children. Moreover, the reason that I want to lead is because I understand the power that good educational administrators can have on shaping a school, a community, and maybe even a nation. Likewise, for students competing in a 21st century world; they are going to need to have schools that are innovation centers which fosters creativity, problem- solving, and comprehension. Therefore, I believe that it is my job as an educator to ensure that our students are discovering knowledge for themselves, and developing passions that will push them into the future. Moreover, my experience on our school’s principal advisory committee and school improvement council have given me the experience needed to drive through the reforms that we need to within our school. I have seen reforms up close, and I have the experience of understanding what policies it takes to ensure that these reforms are
Certainly, an army would not be able to battle in the war without a commander who in charges of the whole strategy. Correspondingly, any organisations cannot function without leaders. Leader is the most substantial element of successful organizations. Becoming outstanding leaders, leadership skill is vital in order to drive the organizations forward. Several leadership principles are extensively used these days. Burns (1978) identified two types of leadership comprise of transactional and transformational leadership. Hence, leaders should be capable to indicate which theory should be applied in accordance with organization’s culture and objectives. This essay aims to evaluate the resemblances and the differences between transactional and transformational leadership as well as the feasibility to utilize a mixture of them by giving the definitions and examples followed by the supporting researches and studies.
In Education, change must take place. One change is more teachers taking on new leadership roles not necessarily as a principal, but as a curriculum expert. Now is the time to be leaders in our schools, at the district level, at our AEAs, or in the Department of Education. We can change the view of all stakeholders that teachers are leaders not only in the classroom, but in new opportunities we are discovering at this time.
As a master teacher with ten years of experience in a challenging middle school, and as a director with our local teachers’ association, I am an excellent candidate for the Concordia online Doctorate of Education in Transformational Leadership program. I have continued my professional growth since I completed my master’s degree and have actively searched for a post-master’s program that excited and inspired me. The relevance and rigor of the Ed.D. in Transformational Leadership is the program most suited to my current obligations, future aspirations, leadership background, and style.
Leslie Haynes discussed how we can be an “inspirational leader” or a “transformational leader”. She discussed how we need to move from “I can do it”, “We can do it”, to “You can do it”. She talked about moving from an authoritarian type of leadership to a servant type leadership and how she learned that she needed to get out of the way and let others take responsibility. As discussed, “ Servant and transformational leadership have attributes that provide guidance and inspiration.” p. 1. She discussed how leaders own the “whys”, but workers should own the “hows”. She introduced a 4 for component model of leadership with overlapping sectors of the inner/outer self and the intellectual/emotional resulting in 4 basic components: think,
Transformative leadership, as its name indicates, means an absolute change in the very definition and application of traditional leadership. The study and practice of transformative leadership is, above all things, necessary for the future of education. Transformative leadership is valuable in that our education systems needs a complete and total transformation so we will not continue to provide a disservice to our students and future generations and leaders of the world. As with any type of transformation and change, it must begin with those willing to sacrifice and work for change, those dedicated to the betterment of a specific situation, idea or cause. We need to experience an Educational Great Awakening, bringing about an enlightenment
With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching