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What is the impact of leadership
Comparing and contrasting leadership styles and theories
Leadership styles and their effects
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Facilitative leadership is defined as developing shared governance structures, demonstrating trust in teachers, and encouraging teacher input, autonomy and innovation, giving rewards, and providing support; enabling others to act is defined as supporting other people's decisions, allowing people to choose how to do their work, developing cooperative relationships, listening to diverse points of view, ensuring that people grow in their jobs, and treating people with dignity and respect (Blase & Blase, 1996; Kouzes & Posner, 1995). Rational frame. The school head focuses on organization structure and provides insight into how leaders within organizations can better organize and structure organizations, groups, and teams to get results (Bolman …show more content…
The leader focuses on the political dynamics in organizations and examines how leaders in organizations can understand power and conflict, build coalitions, hone political skills, and deal with internal and external politics (Bolman & Deal, 1984). Hence, few leaders use more than two of these frames; yet in a facilitative environment, all are important. For example, a principal who is facilitating greater faculty involvement in teacher evaluation is more likely to succeed if he or she can recognize the anxiety that evaluation causes, human resource frame; anticipate teacher concerns about judging peers, political frame; create support by casting the issue in terms of shared expertise, symbolic frame; and judge whether the new procedures are fulfilling their intended purpose, rational frame Bolman and Deal (1991). Thus, the radically different assumptions of facilitative leadership are likely to create ambiguity and discomfort. Conley and Goldman characterize facilitation as "the management of tensions." Without question, the most serious issue is the blurring of accountability. Facilitative leadership creates a landscape of constantly shifting responsibilities and relationships, yet the formal system continues to turn to one person for results. Principals may wonder about the wisdom of entrusting so much to those who will not share the accountability; teachers may be nervous about being enveloped in schoolwide controversies from which they are normally buffered (Conley and Goldman; Mark Smylie and Jean Brownlee-Conyers,
In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth. Ultimately, no teacher in any building became a teacher without being a leader first, and as I have looked back on my own past upbringing through scouting by other educators, I see the outpouring of wealth of experience from those teachers just waiting to make a
On leadership is a book which deserve to be read by us. Although this book use a precise formation to help us to examine a widely comprehensive aspects of the leadership, there are some drawbacks. Gardner cited different examples to talk about leadership, but just in a particular area, that is political area. So,
Warren Bennis’ novel, On Becoming a Leader, is the book I was able to read. Bennis worked years on this novel constructing it off of one of his former creations. Finally, in Cambridge, Ma Bennis published his story by Perseus publishing. Throughout this book he centers around the search to understand exactly how leaders are made. Bennis uses a unique approach to portraying his opinion. This is not an ordinary “how to” book on becoming a leader. Nor is it an autobiography of one’s personal experience. Bennis was a teacher and student all his life, he has never run a country or even a company. Bennis is not directly reciting his own experiences as a leader. This paper outlines Bennis’ basic thoughts, theories, and his contributions to the field
Mlls, D. Q. (2005). Leadership How to Lead, How to Live. Boston: Harvad Business School Press.
The School Leadership Team (STT) has a huge responsibility to lead, including instructional coaching duties, and mentoring the new teachers. Parameters were set in place by the principal, offering a clear vision, including clearly-defined values and teachers are becoming empowered through leadership opportunities, which have been devoid in the past. Therefore, I think the leadership style is effective, because the administrator is willing to share the leadership, and I have witnessed firsthand the impact an instructional coach is having on the school, and the individual growth of that coach is becoming immeasurable. 2. The principals current practice is to have her “office” on the go. At the practicum site, there is a spot in the school, which is centrally located at four corners of the building, and this is where the principal can be found during the day, most of the time. She is setup with a cart, her laptop, cell phone and a daily planner, and likes to be out in the building, rubbing shoulders with teachers and kids. I believe the leadership style is effective because the principals mobile cart has created a transparent environment where teachers and scholars can easily interact with the building administrator and the leader is able to accomplish essential tasks while keeping close contact with stakeholders, which contributes to a
...oints to develop holistic picture. The four frames outlined in Reframing Organizations by Bolman and Deal, include: structural, human resources, political, and symbolic frames. Each frame provides advantages, but also comes with certain weaknesses (Bolman and Deal, 2013). It takes multi-frame thinking to understand the full picture of the situation. Using a wide angle lens that includes all four of the frames to evaluate situations is the way to promote good leadership skills. Single frame leaders will fail, but good leaders will take multiple looks at the situation to find the best frame to apply.
Vecchio, R. (Ed.). (2007). Leadership: Understanding the dynamics of power and influence in organizations (2nd ed.). Notre Dame, IN: University of Notre Dame Press.
Kounin concluded that some teachers are better classroom leaders because of skill in four areas: “withitness,” overlapping activities, group focusing, and movement management (Charles, 2002). Withitness is the ability of the teacher to have awareness of the classroom at all times, what is often known as “having eyes in the back of her head”. Teachers are able to immediately respond to misbehavior and often know who started it and can prevent minor disruptions from becoming major (Pressman,
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
What does leadership mean in the context of educational leadership? Many definitions of leadership in education co-exist, attesting to the complexity and multi-faceted phenomena of the concept (Elwell & Elikofer, 2013). Leadership is one of the most observed and least understood organizational and psychological areas of study. Despite volumes of research and numerous theories, no one theory of leadership emerged as the sole predictor of the success of educational leaders. The current body of knowledge about leadership consists of narrow definitions of leader effectiveness that are disconnected from their context (Latham, 2014). Educational leadership influences and affects every dimension of the educational process from the
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.
First, let’s discuss tools I obtained during the Facilitative Leadership class which I will utilize when I return to the unit. One important aspect I will implement is the delegation of duties during a meeting to keep the group involved. According the “Performance Improvement Guide” an effect meeting group should be comprised of a Timekeeper, Scribe, Recorder, Co-Facilitator,
Leadership is not always in the hands of members and it continually meet with dilemmas and difficulties.
Many theories of leadership are at the nucleus of Instructional and or Curriculum leadership. Theories of leadership are many. One might however pick out the Great Man Theory, Trait Theory, Behavioural Theories, Contingency Theories, Transactional Theory and Transformational Theories as being the most commonly quoted. The first two are the forerunners of those that follow, and mostly discredited as having been developed before the era of psychology and understanding developed in the field of behavioural sciences. Participative or Distributed Leadership Theory, as recognized by Likert (1961), has only recently – in the last 10 or so years - been adopted as one that seriously ranks amongst the major theories thus far mentioned. Spillane is one of the major proponents and writes extensively on the subject, his major work being the book of the same name ‘Distributed Leadership’ (ibid.). Some aspects of this theory are as
Collaborative leaders have a positive impact in schools. Even though principals are responsible in leading the whole school, those that have the ability to inspire their teachers to follow and share his or her vision, will make a positive impact. Interaction between leader and teacher is necessary to make positive changes. Allowing teachers to participate openly and respectfully creates trust and confidence. Teachers that trust their principals and feel are taken into consideration will work harder to meet and exceed expectations. Honesty, communication, confidence and respect between leader and teacher will lead to great team work.