Adaptive Leadership Review

Continuous improvement is a perpetual quality management process that relies upon all stakeholders to participate in a process or activity to enhance efficiency, sustainability and quality outputs by systematically introducing small effective changes that result in improvement. By involving all stakeholders in the practice of identifying areas for improvement, the overall quality output of an organisation should gradually improve over time.

Adaptive leadership is a kind of leadership which motivates a person or an organization to tackles the difficult situation. Change is considered to be the only constant thing in life. But change also comes with unwanted and unseen situation which compels the people to resist. Adaptive leadership is all about encouraging and inspiring an individual or an organization for its survival in the challenging situation of the future. It is about changing the belief and value system of a person in order to achieve something better.

Daniel Robin’s article is about having a clear picture of your mission and vision to carrying out the roles of leadership. Robin share that the vision, mission, and values are more than just writing it down on paper, but it also consist of processing, planning, and input the make it complete. This will get rid of fruitless efforts and save time. The vision and mission must be clear and defined to eliminate confusion.

Continuous improvement consists of incremental initiatives and innovations to achieve best practices. All expectations and objectives should be deployed to stakeholders clearly. Providing encouragement and implementing incentive plans should help in developing a culture of continuous improvement.

What is Continuous Classroom Improvement? Continuous Classroom Improvement focuses on the first steps teachers can take to use Plan Do Study Act (PDSA) in their classrooms with their students as the most efficient and effective way to improve leaning results. This process is based on lessons learned across the nation in schools and classrooms and classrooms working to meaningfully engage students in closing the achievement gap. (Jim Shipley and Associates, 2006).

collaborative and ongoing process for improvement that aligns the functions of the school with the expectations

The core of transformational leadership in a school is to build a shared vision. The vision of a school is not just the principal’s vision, it should encompass the future and development strategy planning of the school. The role of the principal is to lead every staff/teacher to build a shared, directional and oriented vision so every member can contribute with clear communication and goals. The vision should be feasible for students’ development, teachers and parents’ satisfaction and agreeable by society (Yang, 2014).

The continuous improvement program or continuous improvement process is an effort to facilitate coordination of district planning and to streamline communication between state and local education agencies. This process provides an avenue for districts to engage in an inclusive and comprehensive planning as opposed to multiple disconnected processes. Continuous improvement is the prime competitive strategy for industries that reached the market and technological maturity. Low rates of market expansion or only replacement demand encourages these firms to restrict innovation to incremental improvements in the same core technology. Continuous improvement

To become truly effective, an organizational vision statement must (the theory states) become assimilated into the organization's culture (Anonymous, 2008). Leaders have the responsibility of communicating the vision regularly, creating narratives that illustrate the vision, and acting as role-models by embodying the vision, creating short-term objectives compatible with the vision, and encouraging others to craft their own personal vision compatible with the organization's overall

Continuous improvement is basically a philosophy which is considered to be one consisting of “Improvement initiatives that increase successes and decreases failures” (Juergensen, 2000). This technique is widely used in many corporations and companies to find the cause of the losses and deal with it.

Owens and Valesky (2015) encourage an effective leader to clearly state “a vision of things to come…a vision of where we are and where we are going,” (p.14) that binds the school community in a common purpose. Furthermore, “the vision of a leader is always uplifting, pointing to new directions calling for progress.” (Owens, 2015, p. 14) The principal,

Transformational leaders begin with the development of a vision for their district that provides a view of the future that will excite and convert potential

Vision, whether linked to an institution, business, or individual, provides purpose and is critical to success. As argued by McFarland, Senn, and Childress (1994), “Vision is to an organization what purpose is to an individual. Any individual who has strong life purpose is naturally motivated and moved to action. A vision for an organization has the same power, serving as a higher purpose” (p.94). Establishing a clear vision brings a sense of unity and inspiration, whereby members of the team gain a sense of self-motivation to follow in the same direction (McFarland, et.al.). Ownership of a vision does not rest solely on the leader; in contrast, uniting members of an organization and enabling them to share in the purpose are critical. Visionary leaders have the compassion and commitment to a cause that inspire those around them to believe in what they are doing.

According to Yang (2014), for schools to evolve, the principal must have transformational leadership skills to pioneer the school to newer levels reaching higher goals successfully. A new idea can be put forth by the principal, but the challenge is to have consensus from all the members that make up the school constituency which includes those directly invested in the school as well as the larger community. The core of transformational leadership in a school is to build a shared vision. The vision of a school is not just the principal’s vision, it should encompass the future and development strategy planning of the school. The role of the principal is to lead every staff/teacher to build a shared, directional and oriented vision so every member can contribute with clear communication and goals. The vision should be feasible for students’ development, teachers and parents’ satisfaction and agreeable by society (Yang, 2014).

Total quality education. The primary factor of total quality in education is school improvement. School improvement is a continuous process, which involve strategies that purpose to establish, develop, and focus on the talents and skills of teachers and students based on the visions of the educational and personal goals. School improvement involves collaborative leadership, personalizing the school environment, and assessments to improve leader effectiveness and school performance. In a system of total quality, there must an atmosphere of supportive and harmonious relationships between school leaders and staff, and open communication between the school and all its social agents (Saiti, 2012). In order to have total quality education, proficient leadership and commitment to effective teaching and learning must exist. Principals and other school leaders must ensure that they have the necessary skills, tools, and mindsets to stimulate school improvement.