Views on Leadership: An Interview with a Principal Every leader brings to the table a set of beliefs, theories and practices. The leader from Dearington Elementary School, Mr. R, took time to explain what he brings to the table at his school. This is his first year as the Principal of Dearington. Previously, he was a 2nd/3rd grade teacher for 5 years at Dearington, followed with two years as an assistant principal at an elementary school in the same school system. While teaching he coached at the middle school and has done various of leadership tasks at his church. Mr. R, explained his foundations of leadership, critical issues, and effective practices.
Foundations of Leadership Everyone can become a leader. Mr. Rule believes that
…show more content…
Some are born to be a leader, but others, by what they interact with or grow up around, develop into being a leader. Part of his philosophy is to learn how to follow and most of all to lead like Christ. The characteristics and attitudes that are most important for effective leaders to develop are humbleness, a vision, and be relationship driven. An effective leader is willing to ask questions and be approachable. He communicates a vision to build culture. Mr. Rule quotes part of the verse Proverbs 29:18, “Where there is no vision, the people perish.....”. Relationships are important to establish; every one in your organization is a colleague. The leader sets the culture, this is how they welcome relationships. Mr. R's style of leadership is democratic. According to Peter Northouse (2012), democratic leaders treat their people with the respect that they will get their work done. He is not a micro manager, but sees himself as a person who guides his employees rather than directing. Mr. R, desires to mimic the good leaders he grew up around. His parents were leaders at their church and taught …show more content…
At Dearington, Mr. R has implemented three practices to make effective leaders is his school. First, is the “FINS” program, which is to strengthen growing leaders within his schools. Second, is a positive behavior intervention support practice, “Ladder Management.” The practice involves the moving of dolphins up and down a stick based on behavior. The idea behind this practice is that a negative behavior doesn't determine the rest of their day. Lastly, the practice of teachers recognizing other teachers with a wall of fame in the teacher lounge. People have a need to recognized and to have their contributions acknowledged (Blackaby & Blackaby, 2011). When producing future leaders and helping them to become effective, Mr. R focuses on feedback and modeling. He gives constructive criticism by giving “grows and glows”, not just when an evaluation is given, but anytime he spends a good amount of time in that leader's classroom. People want their leaders to be honest, but respectful at the same time (Northouse, 2012). Mr. R allows his school to be a “teaching school.” With his belief, “people need experience to be exceptional,” He opens up his school for practicum students and interns to do their hours; “They will learn by our example.” This approach is challenging, but “leadership occurs when you move people from where they are to where they ought to be” making it a valuable practice (Blackaby & Blackaby,
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...
One regular factor in most of the effective schools research is an emphasis on strong, instructional leadership (Edmonds, 1979ab, 1982; Purkey & Smith, 1983; Weber, 1971; Brookover& Lezotte, 1979). Leadership theories, such as trait, behavior, contingency, and charismatic, provide a theoretical framework for viewing the total development of instructional leadership. Instructional leadership has many different definitions and models that intellectualize it starting from the early 1900’s. The current study synthesizes the many meanings and models of instructional leadership using theoretical and empirical contemplations. The instructional leadership construct is defined in terms of principal behaviors that lead a school to educate all students to higher student achievement.
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).
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.
“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
Leadership is almost entirely gained through experience. Although many personalities are more suitable for leadership or less, like being good at time management (as good) or very quiet (as bad), there is almost nothing in a persons behavior as a leader that comes from external forces
Marzano, R. J., Waters, T. & McNulty, B. A. (2005). School Leadership that Works: From Research to Results. Alexandria, VA: Association for Supervision and Curriculum Development.
There is a connection between school culture and leadership styles. The literature review will also address the two basic categories of leadership. According to Cox (2001), there are two basic categories of leadership which are transactional and transformational. The following scholars (Barnett, McCormick & Conners, 2001) made the distinction between transactional and transformational leadership. James McGregor Burns’ (1998) introduces Burns the difference between ordinary (transactional) and extraordinary (transformational) leaders. According to James McGregor Burns’ (1998) transactional leaders exchanged tangible rewards for the work and loyalty of followers, and (transformational) leaders are the ones who engaged with followers. Additionally, the focused on higher order intrinsic needs, and raised consciousness about the significance of specific outcomes.
The last issue to address is leadership. This role is challenging, but with commitment and determination it can be done. Strategies that I can take to encourage great leadership is to first build trust and confidence by fulfilling the school’s mission, vision, policy, and working environment (Drexler, 2007) on a daily basis. To be involved in school activities, in the classroom, at PTO meetings, and community affiliations will establish strong leadership skills. Providing valuable feedback, strategically planning to improve the school, and encouraging community support are other strategies that can be used to enhance leadership.
Leaders come forth depending on the kind of situation, in which they are need. This type of leadership is typically known as “situational leadership,” where the key concept is every situation is different, so each situation requires a specific, unique leader. For a person to be a great leader, one does not have to necessarily assume a “bossy” persona, which is stereotypically characterized with all leaders, but being a leader based on listening. Being this background leader is known to many as, “servant leadership.” Servant and situational leadership is how I can characterize my leadership style so far since I have joined the student leadership community at Hillwood High School.
Becoming a leader is never an easy task. It is complex with rational decision making and accepting responsibility for those decisions. Being the leader, does not mean that you always make the best choice, but it does mean you learn and grow from all you experiences. Sometimes becoming a leader is not a choice, but a responsibility that you inherit. Leaders are not born, but are created through trial and error. A true leader cares for his subordinate and will always respect, listen, and mentor them, but a true leader will also discipline correct subordinates when needed. Sometimes a leader needs to depend on his faith and look to a higher power, so that he can make choices with guidance.
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.
Building Leadership Capacity in Schools by Linda Lambert touched on a number of key ideas. Lambert provided examples from different schools, principals, and her experiences on obtaining and sustaining leadership capacity while developing her character. Lambert points out that to build leadership capacity in schools there should be participation by parents, students, and staff. Also these are the same characteristic as to becoming a great character in society. In this paper I will talk about the staff and there level of participation. Lambert points out that conversation with individuals about their roles as a leader should take place as individuals take on the task of leadership and character development. One key element in the text was the level of participation and degree of skillfulness for leadership capacity while trying to discover your character. Another element in the text that I found key was to break the dependency relationships on staff and the principal. As we work toward building leadership capacity and charcter, it will take time and time is a big factor on building leadership capacity because there are not enough hours in the day to get everything done that we would like to do without strategically planning leadership meetings.
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