By the end of the 20th century democratic principles of education began to take hold in the United States public schools. Indeed, Brown (2011) argues that the new responsibility of principals was to challenge the two dominant themes of racial and class discrimination prominent during the 20th century history of schooling. Groups that had been largely marginalized in schools—people of color and of low-SES—began to seek equity and inclusion of voice in our school systems (Tyack & Hansot, 1986). One method for principals to restructure schools was through their responsibility as instructional leaders.
Consequently, the 1980s saw the proliferation of the professional development industry on school leadership (Hallinger, 1992). In fact, a year
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Burns (1978) argues that at “the highest stage of moral development persons are guided by near universal ethical principles of justice such as equality of human rights and respect for individual dignity” (p. 42). According to Burns (1978) both transactional and transformational leadership carry moral implication. On the one hand, modal values of honesty, responsibility, fairness, and the honoring of commitments guide transactional leadership. On the other hand, transformational leadership concerns itself with end-values, such as liberty, justice, and equity, and human rights. Burns (1978) states “transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and led, and thus it has a transforming effect on both” (p. 20). Furthermore, Foster (1986) adds the work of transformative leadership “entails making decisions in a moral context” (p. 27). Hence, from Burns’s definition of moral development, we could assume that in the context of school structures, a principal who desires to transform his or her school to support equity for students of color and of low-SES will require moral
The second is the concern over segregation and the effect it has on society. Mr. Kozol provides his own socially conscious and very informative view of the issues facing the children and educators in this poverty ravaged neighborhood. Those forces controlling public schools, Kozol points out, are the same ones perpetuating inequity and suffering elsewhere; pedagogic styles and shapes may change, but the basic parameters and purposes remain the same: desensitization, selective information, predetermined "options," indoctrination. In theory, the decision should have meant the end of school segregation, but in fact its legacy has proven far more muddled. While the principle of affirmative action under the trendy code word ''diversity'' has brought unparalleled integration into higher education, the military and corporate America, the sort of local school districts that Brown supposedly addressed have rarely become meaningfully integrated. In some respects, the black poor are more hopelessly concentrated in failing urban schools than ever, cut off not only from whites but from the flourishing black middle class. Kozol describes schools run almost like factories or prisons in grim detail. According to Kozol, US Schools are quite quickly becoming functionally segregated. Kozol lists the demographics of a slew of public schools in the states, named after prominent civil rights activists, whose classrooms are upwards of 97% black and Hispanic — in some cases despite being in neighborhoods that are predominantly white. It has been over 50 years since Brown vs. Board of Education. It is sad to read about the state of things today.
The concept of transformational leadership relies on appropriate leadership approaches for mission success. AFDD 1-1 describes three leadership competencies: person, people/team, organization Effective leaders (tactical level) need to build face-to-face and interpersonal relationships that directly influence behavior and values. Effective leaders (operational level) need to build team dynamics for small groups and squadrons. Effective leaders (strategic level) need to build strategy and provide direction in a broad spectrum.
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).
One attempt made to correct this failure was the permanent desegregation of all public schools across the country. In the celebration of the Brown v. Board of Education all public schools were integrated with both races. Before this integration there were all white and all black schools. This was in favor of the idea of “separate but equal”. But, it was proven by the “woeful and systematic under funding of the black schools” things were separate but rarely equal. (Source 9) As a solution to this,it was decided that a fully integrated society began with the nation’s schools. (Source 9) Two years after one of the first integration of schools at Little Rock, Effie Jones Bowers helped desegregate the nearby school, Hall High School. The students were put into an all white school like at Central High School. According to one of the students, they were faced with vio...
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.
Education has always been valued in the African American community. During slavery freed slaves and those held captive, organized to educate themselves. After emancipation the value of education became even more important to ex-slaves, as it was their emblem of freedom and a means to full participation in American Society (Newby & Tyack, 1971). During this time many schools for African Americans were both founded and maintained by African Americans. African Americans continued to provide education throughout their own communities well into the 1930’s (Green, McIntosh, Cook-Morales, & Robinson-Zanartu, 2005). The atmosphere of these schools resembled a family. The teachers along with principals extended the role of parenting and shaped student learning and discipline (Siddle-Walker, cited in Morris, 1999). African American Schools were embedded within the community and were viewed as good.
Transformational leadership also integrates well with a biblical worldview because both advocate valuing followers as well as leaders, the importance of ethical behavior, the need to forgive and learn from mistakes, and the value of a high moral example. Kouzes and Posner advocate leaders having a “moral authority to lead” (2007, p. 41), practicing personal accountability and working to improve all aspects of their follower’s lives. This others-centered leadership approach fits well in the Christ centered atmosphere of a Christian school.
The education reform movement is made up of voices that disproportionately are not of comprised of the very races, ethnicities, and cultures it attempts to serve. Recently, I read an article directly addressing this issue and acknowledging the calls to diversify by African American education leaders including Kaya Henderson, chancellor of the DC public schools and Howard Fuller, Marquette professor. Fuller stated, “The people who are being liberated must be a critical part of their own liberation.” This statement made me reflect on my own experiences as a researcher and advocate within education reform.
When segregation in schools was abolished in the 1950’s, the African American community surely did not anticipate any outcome that wasn’t positive. This is not to say that American schools should remain segregated, however, the sudden shift in the societal structure caused an imbalance in, what was intended to be, an equal opportunity classroom.
“Brown vs. Board of Education” made it a federal crime to segregate children based on race in 1954. On the other hand, “Plessy vs. Ferguson” concluded that “separate but equal” was justified in America’s education system in 1896. Fifty years later after “Brown vs. Board of Education” according to author Jonathan Kozol, the school systems are run more like a separate but unequal system. Kozol states that today’s schools are just as segregated as they were before 1954 and funding is seriously inadequate for those in the urban areas where most attendee’s are African American and Hispanic. This inadequate funding has led to overcrowding, dilapidation of the schools, a decreasing number of on-site health officials, and lack of an enriching educational program. The effects of the funding situation has led to poor state standardized test scores, and an increasing number of students dropping out or taking more than four years to graduate. Today, strict military style programs hope to correct these poor outcomes. Are today’s schools being segregated to pay less for subordinate groups’ education, or is this just one person’s one-sided outtake on a matter that society has little control over? I aim to examine these accusations incorporating some firsthand experience from my dilapidating public school system.
According to Yoder-Wise (2015), a leader can be defined as, “an individual who works with others to develop a clear vision of the preferred future and to make that vision happen” (p 35). As employees, we often have our own ideal of a good leader, which may be influenced by experiences and perception of workplace norms. While one’s opinion of an effective leader may vary, there are several recognized leadership theories. The following will focus on the transformational leadership approach.
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
Transformational leadership is one of the most popular leadership styles. According to Kendrick (2011), “Transformational leadership involves four factors: 1. idealized influence, 2. inspirational motivation, 3. intellectual stimulation, and 4. individual consideration.” These four factors make transformational leadership have an impact on followers. The goal of transformational leadership is to cause a positive change in individuals, help motivate them, and develop a leader within each individual.
While working in a group if you have ever noticed a situation where a person or an individual emerges as a leader and inspires others with his clear vision of the goals and with his passion towards work and due to which his/her team members feel a boost in their motivation than this person can be termed as a transformational leader. The business dictionary defines transformational leadership as a form of leadership style in which the leader recognizes the desired change and then crafts a vision to steer the change using inspiration, and carries out that change with the dedication and fidelity of the members of the group. The transformational leader arouses a positive change in his disciple as not only he himself is generally vigorous, passionate, and fanatical but also because he inculcates these qualities in his followers. These leaders are not only paying attention on their goals but are also very much concerned in helping each and every member of the group for ensuring his/her individual success.
The old system of management has undergone many changes within the last century. An employee once performed the assigned job duties during the allotted hours and then went home. Now employees are encouraged to grow, give input, and to contribute for the good of the organization. There is a plethora of information for leaders to learn why and how to grow personally thus allowing the organization to grow as well. This new emerging leader is a transformational leader.