Transcendental Leadership

This is a great example of what a transcendental leader is. Bass and Avolio stated the transcendental leader centers the needs of the collaborators but not in a manipulative way, i.e., in other to win their trust in such a way that they are more disposed to want what the leaders wants (1994).

Transcendental leaders foster a culture of creative change and growth rather than one which maintains the status quo. They take personal responsibility for the development of their followers. Their followers operate under the assumption that all organizational members should be developed too.

One of the artifacts for standard 5 specifies that the leader promotes teacher-leadership functions focused on instructional proficiency and student learning;

Exceptional

Your best employees, the employees you most want to keep, thrive when they have the opportunity to grow through employee training and development options (2016).

Job satisfaction is attained when employees feel responsible and accountable towards their work. Employees strive for excellence when they feel motivated, inspired and empower. A sense of gratification, fulfillment, and happiness make them to drive for excellence. Performance is increased when the leader has been able to recognize and matched their employee’s values, morals, goals skills and abilities, and personalities. The leader should develop a program or programs for the strengthening of their employee’s professional

Developing problem solving skills, new initiatives, new techniques and programs that reinforce and strengthen new learning concepts. The Stem Professional Academy for Reinvigorating the Culture of Teaching was created for improve evidence-based practices, develop professional peer-observation strategies for STEM classrooms, and to enhance student learning in introductory STEM courses as a result of SPARCT faculty development (Frost,2015).

Another Lucas Center initiative is the Early/Mid-Career Academy. This one is toward the goals of preparing, leading, guiding, and challenging faculty to define goals for the next 3-5 years, to support the attainment of your goals and identify how to integrate the three areas of faculty work with your personal and professional life (Lucas