A Leadership For Authentic Learning

The article, “Give Us this Day Our Daily Lesson”, is about the issues between two different schools, the Catholic schools and public schools, involving their distinctive ways of teachings and the privileges received from the government in term of funding. The article states the conflicts between both schools and provides solutions for minimizing these issues. Today’s society largely revolves around Catholic faith which explains the vast number of Catholic churches, and the enhanced support received from the government to Catholic schools. Catholic schools are programmed to be able to accommodate to non-Catholic students and compensate for their religious beliefs as well. For instance, students have the choice to take a religion course where

My desire to work in the Catholic School system stems primarily from the ability to share my faith openly in such an environment, however, the Catholic School’s focus on the growth of the whole person, spiritual and academic and its commitment to service in the community and the world are also very important to me.

I felt such a strong connection to that image when we studied it last year and I have continue to xxx into my daily life as a teacher. I see authentic leadership as the balancing of my personal beliefs with what my training and years of teaching have taught me and intertwining it with what is actually applied in my daily role as an educator. I not only see the connection between the three, but I implement that balance on a daily basis. I practice what I preach in my role in my own Catholic school. Even though I am not in an administrative role in my current position, the administrative helping shape and build others’ faith formation is also applicable to my position. I spend time modeling for the my faith community xxx not just because it is my moral responsibility, but also because it is the way I live my life. I might demonstrate patience when working with a student where I could easily experience impatience with and write them off. I am my students number one “fan” in the building and I love to help them see how capable they are and especially when that ability comes from a lot of trial and

With reference to Peta Goldburg’s (2012) Transforming religious education: Implications from the Second Vatican Council, the following discussion will review and critique the important religious education approaches that has had an impact on the Catholic schooling system for the past fifty years, and also help shape the contemporary classroom we teach in today.

We are a school where the joy of discovery inspires serious study, social responsibility, and strong faith. Founded by the Sisters of Mercy and conducted in partnership with lay faculty, Waldron Mercy is a Catholic co-educational school serving preschool through grade eight. Grounded in the rich history of Merion Mercy Academy for Girls and Waldron Academy for Boys, Waldron Mercy Academy enables students to become both capable and discerning adults. We strive to increase our students' awareness of the need for responsible membership and leadership in the global family.” From this mission statement, I have concluded three things. At Waldron, academics are taken very seriously and is meant to enrich and prepared the children for high school level learning. Despite, the importance of academics in Waldron, I feel it is not the main focus. At the end of the day, Waldron strives for their students to become well rounded individuals, who serve the world even after they leave Waldron. Finally, Waldron also emphasizes that faith is an important factor of a student. In fact, a life enriched in faith should lead a student to serve others in their community and globally.Without a doubt, the mission statement reveals that Waldron focuses on several aspects of life that

I always thought I would be a teacher and I would make differences in lives and it would be the greatest experience in the world for me, yet being a teacher wasn’t enough, I had a need to expand my education. I decided that perhaps I needed a new career, however, I felt certain education remained my passion. I began to explore new areas of education and I realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms.

If the world was a piece of sheet music, I would be the time signature. I would be the source of consistency to bring an entire population of people become of one accord. I make a difference on my team and in my community by being the pulse of the environment I'm in. This impact is embodied in my love for building and teaching.

In this book, author Robert Starratt provides a framework for building a foundation of ethical leadership based on responsibility, authenticity, and presence. Readers should understand that this book is not how to transform schools, but how to think about affecting change in our teachers, staff, and students.

Catholic Schools are educational institutions that are devoted to teaching and developing young individuals under the faith and guidance of Jesus Christ (Catholic Education Commission of Western Australia, 2009). Central to the vision of Catholic schools is the belief that Jesus is in the heart of all young Catholic believers (CECWA, 2009). Therefore in order to fulfil the mission and proclaim the gospel students are required to learn about how to live out the life that God intended through the lessons of Jesus Christ (CECWA, 2009). This paper aims to outline unique features that distinguish Catholic education from that of other educational institutions through linking peer-reviewed sources to a school based analysis. The school that will be

This led to many students attending Catholic schools who were not connected to their faith or the life of the parish, which made it difficult for the life-centred approach to remain effective as students were unable to link life experience with faith (Buchanan, 2005). Although the life-centred approach was seen as unsuccessful, the idea of students learning about their faith through life experience continued to evolve

In Moral Leadership, Sergiovanni shows how creating a new leadership practice--one with a moral dimension built around purpose, values, and beliefs--can transform a school from just an organization to a community. He believes that this "community" can inspire the kinds of commitment, devotion, and service from all stakeholders that can make our schools great. Sergiovanni explains the importance of justifying emotion and getting in touch with basic values and connections with others. He reveals how true collegiality, based on shared work and common goals, leads to an interdependence occurring naturally among

Goffee and Jones (2005) describe authentic leadership as the most prized organizational and individual asset as authentic leadership plays a key role in organizational changes by helping employees find value in their work and life and the supporting work environment (Avolio & Gardner, 2005; Luthans & Avolio, 2003). Several studies have examined the influence of authentic leadership on followers in terms of building confidence, creating hope, job satisfaction, engagement, and performance (e.g., Avolio et al., 2004a; Gardner & Schermerhorn, 2004; Gardner et al., 2005). In recent years, the topic of employee engagement in the workplace has gained an increase in popularity as it has been determined that employee engagement predicts high

Student leaders come in all shapes and sizes. They choose to lead based on their skills and preferences. Whether in social groups, athletics, or within the classroom, student leaders demonstrate certain traits that benefit both themselves and those they are leading. Generally speaking, leaders are classified as role models within the student body. They are the students who challenge the status quo, who ask questions and demand answers. They inspire athletic teams and social organizations alike; they bring to light the issues that an organization or club faces and work toward a solution. The traits and skills that these leaders exhibit socially, athletically, and academically can be both inherit and learned. The

As I began this Leadership in Education course, I entered with an open mind and eagerness to learn about varying leadership styles and approaches. Over the years, I have fortunately been exposed to numerous genuine, caring, exceptional leaders in higher education. They all shared one commonality: student-centeredness. This has been my compass and guides me in my work. Through this course, I wanted to learn how I can better support students, whether directly or indirectly by leading other professionals and para-professionals in their work with students.

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers