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The leadership challenge transformational leadership
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Generating momentum for change can be innovative or challenging. The Change Leadership Group believes the successful leadership of transformational improvement process in schools and districts require sharpening capacities in two quite different directions at the same time: 1) Leaders need to see more deeply into why it is so hard for our organizations to change, even when there is a genuine, collective desire to do so. More than just seeing why, leaders need to learn how to take action effectively to help our organizations actually become what they need and want to be. 2) Leaders need to see more deeply into why it is so hard for individuals to change, even when individuals genuinely intend to do so. Beyond this merely diagnostic self-understanding, we as leaders need to learn how to take action effectively to help ourselves become the person we need and want to be in order to better serve the children and families of our community (Walter, et. al, 2006 p.xvi). The Change Leadership Group (2006) have identified three categories of organizational tendencies- reaction, compliance, and isolation with its opposite respectively purpose and focus, engagement and collaboration. The three negative categories can be draining to the momentum of change. In order for change to take place we must transform each of the negative into the positive. Reaction Transforms to Purpose and Focus In schools today there are many demands from the community, school level, state level and federal level. Each of these entities has put high demand on schools and teachers. They want the school to be high performing and this is currently shown through mandated testing. “These conditions have caused many educators to move beyond responsivenes... ... middle of paper ... ...t is to take place. There must be an expectation that change is complex and will require everyone to work in a collaborative manner. Teacher must believe this change will improve student learning. Teachers must feel supported through training, materials and leadership support. Change is not linear and there will be many ups and downs, but if everyone is on board the change will happen. Works Cited Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass. 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. Wagner, T., Kegan, R., Lahey, L., Lemons, R.W., Garnier, J., Helsing, D., Howell, A., Rasmussen, H. T. (2006). Change Leadership: A Practical Guide to Transforming Our Shcools. San Francisco, CA: Jossey-Bass.
I had the pleasure of being able to shadow Superintendent Shirley Hall of the Maplewood School District. Ms. Hall took the reins of the district over in 2012 from a very popular superintendent who was credited with making great strides within the district. Although Ms. Hall had very large shoes to fill, she seems to be doing it with grace and enthusiasm. She credits the previous superintendent with making systemic changes and establishing the overall forward momentum of the district, but recognizes that she cannot rest on past success. Her goal is to take the district to the next level of educational excellence by focusing her and her administrative team's efforts on the P.E.L.P. coherence model from Harvard University. This model focuses the leadership's attention on the interdependence of the various aspects of their school district and how they reinforce one another to support the implementation of an improvement strategy. One of Ms. Hall's mantras was change, but not just for change sake, deep change for sustained improvement. Therefore, although Ms. Hall's predecessor was able to put the district on the right path, Ms. Hall has taken the baton and run with it; establishing her own style and path to excellence.
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.
This quote speaks volumes, because so many leaders want change, but they are not willing to change their minds. They only want to change others to fit their mold, rather than leading by example and engaging the people. Maurer shares four biggest mistakes leaders make when it comes to change: Mistake 1: Assume that understanding equals support and commitment. We recently had a church meeting to articulate changes that will affect the church’s future.
Spector, B. (2013). Implementing organizational change: theory into practice. (3rd ed.). Upper Saddle River, NJ
Wright, B. E., & Pandey, S. K. (2010). Transformational leadership in the public sector: Does structure matter? Journal of Public Administration, Research & Theory, 20(1), 75-89. Retrieved from http://library.gcu.edu/
... organization to do so. Leaders galvanize commitment to embrace change through three interrelated activities: more usefulying strategic intent, building an organization, and shaping organizational culture.”(Pearce, 2004)
Another problem organizations may face in the area of change are the various phases that must be experienced. The leaders often do not consider the past, present, and future at the same time. This is a mistake because they must know the age, size, and stage of revolution the organization is experiencing (Greiner, 1998). Since they are living organisms, organizations must go through various phases of growth and development. Leaders who are aware of the development stage are able to work with it, but must not rush or skip any stage (Greiner,
Carter, L., Ulrich, D., & Goldsmith, M. (2005). Best Practices in Leadership Development and Organization Change: How the Best Companies Ensure Meaningful Change and Sustainable Leadership. San Francisco, CA: Pfeiffer.
Change is something that is necessary for the survival of a company, but can sometimes be difficult to instate. That is what is discussed in the book A Sense of Urgency by John Kotter. The central theme of this book is leadership, and how it is required to initiate change.
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.
“Leading Change: Why Transformation Efforts Fail” is an article written by John P. Kotter in the Harvard Business Review, which outlines eight critical factors to help leaders successfully transform a business. Since leading requires the ability to influence other people to reach a goal, the leadership needs to take steps to cope with a new, more challenging global market environment. Kotter emphasizes the mistakes corporations make when implementing change and why those efforts create failure; therefore, it is essential that leaders learn to apply change effectively in order for it to be beneficial in the long-term (Kotter).
The idea of transformational leadership is one that not many leaders are familiar with or know how to be or even become (Warrick, 2011, p. 11). While there are clear characteristics that make a leader transformational, there is very little evidence with the theory that give organizations clear skills that can be adopted in order to change and transform into its usage (Warrick, 2011, p. 11). This type of research must be undertaken in order to gain a more rounded approach of its implementation into an organizational
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.
Carter, L., Ulrich, D., & Goldsmith, M. (2005). Best practices in leadership development and organization change: how the best companies ensure meaningful change and sustainable leadership. San Francisco, CA: John Wiley and Sons.
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.