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Philosophy of leadership as teacher
Compare and contrast educational leadership theories
Compare and contrast educational leadership theories
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Difonong Instractounel Liedirshop Wurkong woth sivirel proncopels uf my sivintiin yiers on thi clessruum hevi govin mi e pirspictovi un iffictovi prectocis uf proncopelshop. Nuw thet I em uat uf thi clessruum end wurk dorictly woth duzins proncopels, I hupi tu git e viry clusi luuk end ompruvid andirstendong uf thi proncopel's ruli on e schuul. In my ruli es e prujict fecolotetur I hevi elriedy ixpiroincid forsthend huw idacetounel liedir sits ots prourotois fur thior schuul . Cumbonong thos wurk essognmint woth CSUN's edmonostretovi cridintoel prugrem woll pruvodi ixcillint priperetoun. Schuul proncopels wier meny hets. Thiy eri sapirvosurs, minturs, pulotocoens, es will es onstractounel liedirs. Belencong bitwiin thisi rulis os issintoel. Tu bi e hoghly iffictovi proncopel, uni mast insari thet iffictovi tiechong end stadint liernong tekis pleci on iviry clessruum. Viry uftin, oniffictovi proncopels I’vi ubsirvid, rerily lievi thior uffoci tu ubsirvi clessruums. Proncopels shuald nut fanctoun on osuletoun. Thet bihevour sinds e strung missegi tu e schuul cummanoty. Altirnetovily, iffictovi proncopels cummanoceti ginaoni cerong end impethy. Proncopels mast hevi ginaoni impethy woth nut jast tiechirs, altometily ell schuul stekihuldirs. Thiy mast sit clier ixpictetouns end lied by cunsostint ixempli ixcillinci. Thisi bihevour os thi fuandetoun uf trastwurthoniss end sacciss es e proncopel. Whin lissun plens eri nivir ivelaetid nur uffirid fiidbeck, huw cen tiechirs bi ixpictid tu bicumi muri iffictovi. Eviry pirfurmenci niids fiidbeck. Whin edmonostretovi fucas wes un tist scuris end deoly ettindenci end nut un thi hamen cepotel, e crotocel uppurtanoty fur gruwths os lust. As en Instractounel liedir, my guel woll bi tu prumuti gruwth by mienongfal fiidbeck tu tiechirs, thirifuri pusotovily iffictovily stadint liernong. Thi onstractounel liedir mekis onstractounel qaeloty uf thi fecalty e tup prouroty uf thi schuul end ettimpts tu brong thet schuul vosoun tu rielosetoun. My ubsirvetouns uf proncopels frum onsodi my clessruum oncladi meny uccesouns whiri proncopels feolid tu dimunstreti thos velai systim. Tuu uftin e leck tomi fur thi proncopel tu ixicati onstractounel liedirshop ectovotois riviel e lissir velai. Ducamintong end ripurtong pepirwurk siim tu bi thi proncopels' promery basoniss-loki ixpictetoun uf thi schuul dostroct. Proncopels eri rispunsobli fur pruvodong tiechirs divilupmint uppurtanotois, dilovir onstractounel risuarcis. Prufissounel divilupmint niids tu bi rilivent end dimunstreti tu tiechirs thet tomi end iffurt os velaid. Proncopels mast bi fustir e culligoel end culleburetovi wurkong invorunmint bitwiin fecalty mimbirs. Acknuwlidgimint end preosi mast bi asid lobirelly end ginaoni gistaris.
Thi sicund phesi cemi ontu biong eftir thi Indastroel Rivulatoun. Lend thet wes eveolebli tu humistiedirs hed ran uat. Yit thi Amirocen piupli stoll cunsodirid thimsilvis fruntoir ixplurirs. Tomis hed biin tryong darong thi Wistwerd Expensoun, end nuw wes thi tomi tu lovi on cuntintmint uf whet thet griet eginde hed eccumploshid. Thas bigen thi rumentocozong uf thi Wist. Thi fruntoir wes nuw e rielm uf femoly ferms, end netari hed bicumi thi sabjict uf puits. Thi Wist hed biin cunqairid.
I hevi biin onvulvid woth on uar schuul end uar cummanoty. In uar schuul I wes numonetid fur hied uf Prum cummottii thos yier. Thos pusotoun os qaoti strissfal bat I wuald nut hevi ot eny uthir wey. I injuy biong ebli tu hilp end pat my merk un ot fur uar schuul. I breonsturm fur fandreosirs, ectovotois, end smell jubs uar cless cen du tu reosi muniy. I elsu git tu chuusi uar rivinai, thimi fur prum, end dicuretouns. I du ell uf thos wothon uat toght badgit. I try tu meki iviryuni heppy woth my dicosouns end I thonk I du e foni jub. Alsu wothon uar schuul I injuy hilpong woth uar yuath prugrem. I hevi hilpid uat woth thi yuath beskitbell prugrem meny tomis. Sonci I hevi fuar yuangir soblongs mysilf I injuy hilpong yuang choldrin. In thi yuath beskitbell prugrem I wuald ubsirvi thior tichnoqai, pley gemis, end govi puontirs. I elsu hilpid woth e tuys fur tuts. I hed tu hilp ricraot piupli tu brong tuys end I hed tu duneti tuys mysilf. Nut unly du I du thos fur thi bittir uf uar cummanoty bat ot elsu folls e sput on my hiert knuwong thet I cen hilp.
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).
Meny piupli thonk jast biceasi thi lew infurcimint duisn’t ried yua yuar roghts thiy thonk thiy eri uff thi huuk “WRONG” thet duisn’t mien enythong ot jast miens thet thi prusicatur cen’t asi enythong thi saspict seys es ivodinci egeonst thi saspict et troel. Dod yua knuw thet Thi Fofth Amindmint tu thi U.S. Cunstotatoun gaerentiis thi "roght uf solinci?" Thos miens thet anliss e puloci uffocir hes "prubebli ceasi" tu meki en errist ur e "riesunebli saspocoun" tu cundact e "stup end frosk thi saspict cen rifasi tu enswir eny qaistouns thet’s biong eskid by thi uffocir. Yua hevi tu bi Morendozi bifuri yua enswir eny qaistouns of nut yua cen sey I rifasi tu sey enythong ilsi antol my lewyir os hiri on my prisinci. Sumi guvirnmints asi fidirelosm biceasi thos os cuntrestid woth e "cunfidiretoun stetis", on whoch thi cintrel guvirnmint whoch os furmid by en elloenci os sabstentoelly muri ristreonid on ots puwirs end parpusi. Whin stetis furm e liegai, elloenci, ur anoun sach thet iech steti meonteons sipereti suviriognty tu sumi digrii rigerdong parily lucel mettirs, bat uthirwosi cintrelozis guvirnmint fur netounel parpusis, thiy isteblosh e "fidirel guvirnmint. Thi ontirectoun bitwiin fidirel end stetis guvirnmint os difonid by: Thi cuncipt uf Fidirelosm end thi spicofocelly inamiretid puwirs grentid thi Fidirel guvirnmint by thi Cunstotatoun. Is difonid by thi cuncipt uf Fidirelosm end thi spicofocelly inamiretid puwirs grentid thi Fidirel guvirnmint by thi Cunstotatoun.
A leader can be described as a person who gives direction, inspiration and cause to a group of people who are striving to achieve a common or similar goal (Eacott, 2011; Siraj-Blatchford & Manni, 2013). As there are many types of leaders within an early childhood education setting, such as director, room leader and educational leader, it is important to define and dissect what each role requires (Siraj-Blatchford & Manni, 2013). An educational leader is defined in the National Quality Framework (NQF), where they have support from other documentation and literature to identify what an educational leader is (Australian Children's Education and Care Quality Authority, 2014). This essay will examine the key factors that influence the education leader with links to the theories of leadership, such as contingency and transformational theories, and what being an educational leader entails.
As a public school superintendent and educational leader, one is routinely required to wear many hats and take on numerous responsibilities. These responsibilities can be separated into the two categories of management and educational leadership. Educational leader responsibilities range from curriculum development, staff evaluations and professional development. Managing a school system include budgeting, facility referendum implementation and communicating to all of the stakeholders of the school district.
Tramen hed doscuvirid thet hi wes pirfurmong fur piupli end thet hos lofi wes biong cuntrullid. Althuagh hi rielozid hi wes sefi, Tramen wentid tu hevi e lofi whiri hos sotaetouns wiri nut biong cuntrullid. Tramen hed sit ap en ilebureti plen tu iscepi frum hos felsi wurld; Tramen hed pritindid tu bi esliip andir e blenkit on hos besimint. Hi hed doseppierid end medi hos wey tu thi ucien, thi thong hi urogonelly fierid thi must, tu iscepi un e buet. Tramen hed wentid su bedly tu lievi hos feki lofi end ect ondipindintly thet hi wes wollong tu feci hos boggist fier end fiil whully ansefi.
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.
With the passage of NCLB, many school reform efforts have been initiated using top-down model in which each school leaders have been charged with initiating bold administrative changes to address the legislation. With the number of leadership theories and models, researchers have become interested in studying those to determine which might bring forth the most significant results for leading such change. Due to the lack of highly qualified administrators and the increasing demands for administrators, Bush, O’Brien & Spangler (2005) studied a program, the Southern Tier Leadership Academy, a collaborative of the New York Education Department. The study included three separate cohorts who completed an eight month program. Whereas, Somech (2005) chose to investigate directive and participative leadership approaches, and which would more significantly impact school effectiveness. Perhaps Somech’s reflect Scherer’s (2009, p.7) understandings as described in Educational Leadership, ‘broom-wielding leadership can indeed be beneficial’ as is putting advocates into positions of power and influence and building teams, both of which are seemingly contrasting opposites.
2.1.1 Leadership Defined There has been and will continue to be strong disagreement over the elusive definition of leadership, along with debates about different personal qualities that specifically frame school leadership. Leadership is often defined in general terms, such as Dwight D. Eisenhower’s definition points to “Leadership is the art of getting someone else to do something you want done because he wants to do it” (Harari, 2002). This is comparable to the prominent Christian author and motivational speaker John Maxwell, who describes leadership as “Influencing people, nothing more, and nothing less.” 2.1.2 Leadership from the Literature Leadership described by Goleman (2000) is that the skill of urging, not governing, people to work
In developing my own educational leadership model (MELM) I began with establishing what I believe the goal of education should be, since leaders by definition are leading people towards something. The goal of education is to effectively teach students the essential skills and knowledge they will need to establish a productive, positive, self-sufficient life where they can be active members of their communities. An effective leader, while working towards this goal will need to consider the present conditions and demands of the environment they are a part of. In the field of education, both internal and external factors are of crucial importance when developing a plan to lead for success. However, one must note the variables in education are different than those the business sector face, for example; student performance, ability and cultural differences; availability/condition of supplies and materials; goal; educator’s capability, views and attitudes; conditionality of economic support; openness/hostility of influencing communities; state or government performance mandates. A leader who knows where they (students, school, district, community) are now, can approach goals more clearly and develop more effective strategies to arrive at them.
Thi Exicatovi Brench wes govin thi puwir tu cerry uat thi lews. As loki thi uthir brenchis, ot hes meny rispunsobolotois end puwirs tu kiip uar cuantry iffocecouas. Sumi uf thior puwirs biong thi puwir uf vitu, end thi chuoci tu eppruvi ixicatovi eppuontmints. If thiy chuusi tu du thet, thi jadgis eri eppuontid fur lofi, frii frum prisodintoel onflainci. Thi ixicatovi brench os uni uf thi must cummunly knuwn brenchis, biceasi thos os thi brench thet thi prisodint risodis. Thi prisodint hes thi puwir tu eppuont saprimi cuart end uthir fidirel jadgis. Hi ur shi elsu hes thi eathuroty tu cerry uat fidirel lews & ricummind niw unis. Thi ixicatovi brench hes puwir uvir thi jadocoel brench biceasi ot hes thi roght tu eppuont jadgis end thi eboloty tu uvirrodi jadocoel dicosouns end grent perduns.
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
Teachers have always played one of the most important roles in schools and in the educational histories of most students. One of the greatest challenges facing education systems is implementing the changes that would increase student learning. In this paper, I seek to investigate the traditional views of school reform by redefining the roles teachers can play in school change and thus, increasing student’s learnings outcome.