An Case Study Defined Exceptional Leadership

As with the importance of selecting a highly qualified principal to help raise test scores and closing achievement gaps, the selection and support of staff is also critical. Gregory F. Branch, Eric A. Hanushek, and Steven G. Rivkin’s 2013 study “School Leaders Matter” examined the effectiveness of many principles’ leadership and the effect they had on student achievement ratings. “A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school’s workforce” (Branch, pg.4). A principal must be able to continually seek out professional development, to research best practices and new educational theories to support their staff and students. If principals are to close the achievement gap, they must be willing to inform and instruct their staff on new teaching strategies. Mr. Canada, from his TED talk, “Our failing schools. Enough is enough!”, states: “You go into a place that has failed kids for fifty years and say: ‘so what’s the plan?’ And they say: ‘Well, we are going to do what we did last year, this year’. What kind of business model is that?” (TED, 2013). The principal willing to venture into new, uncharted waters may succeed or fail, but at least they

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

The importance of effective leadership and its impact on improving student achievement are evident in today’s schools (Leithwood, Louis, Anderson, and Wahlstrom, 2004). While the school principal is traditionally thought to be the school leader, Glickman (1989) proposes that “the principal of successful schools is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others” (p. 8). Lumpkin, Claxton, and Wilson (2014) contend that helping “each school fulfill its mission and energize and expand the professionalism and professional contributions of teachers, the expertise of all teachers, especially teacher leaders, is needed” (p. 59). Teachers directly impact student learning, and

“Leaders don 't create followers, they create more leaders,” Tom Peter famously proclaimed. As the principal of Crestview Elementary, I have always taken this quote to heart by continuous striving to empower my faculty and staff. Most recently, I have decided to train my assistant principal, Kathy Robinson, who was appointed to her position this summer after ten years as a classroom teacher. I quickly recognized that she possessed many of the qualities that make great leaders. Kathy is an excellent communicator, a great problem solver, innovative, very personable, and cares about the students and staff (Sheninger, 2011). Therefore, I have decided to mentor her and hone her skills so that she will be prepared for a transition to the role of principal.

Currently, I am not an employee of any learning organization, school district or educational system. However, I am involved and Chair the School Advisory Council (SAC) of Greenland Pines Elementary. This opportunity granted me a unique opportunity to observe the management of two different principals with their individual leadership styles. Furthermore, I contrasted my business practices from my own company and military service to coincide with this case study. The purpose of this paper is a comprehensive written outlining the processes presented by the educational leadership at Greenland Pines Elementary. With this in mind, we need to understand the concept of educational leadership.

Rendon was discussing a teacher’s class that was in the meeting and reviewing the teachers data, noticed there were many students who had dropped on their last STAR reading test. She informed the teacher that she was concerned and ask her what she could do to help in the classroom. I was shocked that the new teacher wasn’t offended or embarrassed, and accepted the help. I then realized there was a great amount of trust that the teachers had with Mrs. Rendon. The teachers felt supported and understood when Mrs. Rendon asked what the teachers needed, she was genuinely concerned and wanted to help. Research on group processes in schools has shown that leaders who trust and believe in others and model these traits accomplish far more and develop devoted followers (Martin, Danzig, Wright, Flanary, & Brown,

The chapter opens with a case—Robert F. Kennedy High School—depicting the many problems facing David King, the new principal of a deeply troubled urban high school. A school that opened with high hopes only a few years ago now finds itself mired in conflict and dissatisfaction. King’s first meeting with his new administrative staff produces a blow-up in which a male housemaster physically threatens the chair of the English department. By the end of the case, the situation feels overwhelming. Is there hope? The authors follow

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.

Educational leadership involves implementing changes which can be difficult when those one leads are resistant. Overcoming that resistance to bring about change creates benefits for students and the entire school community; unfortunately, there is no universal way to avoid resistance to change from all involved (Marion & Gonzales, 2014, p. 197). Further research could be done within an individual school

Through reflection and inquiry a morally purposeful leader can and will obtain investment from colleagues in sustaining the process of change in the reduction of the achievement gap between diverse groups of students. Continuously refining and developing a model of caring leadership, that builds relationships within the organization, vertically and horizontally will also promote sustainability of change. Through the integration of care within the leadership model can be an arduous process; which allows leaders to open up and make themselves vulnerable to their colleagues in regards to their moral purpose for education and the improvement of

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

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in

Employees often make comments about their managers or supervisors. Some people feel like they have the best managers, while others feel like they have the worst managers. Managing individuals is not easy, and there is no handbook or novel out there, to teach you how to do it just right. Being a manager is difficult, and being a good manager can be even harder. This paper will discuss the characteristics and behaviors of a peer manager that has influenced my leadership. It will examine my observations of the individual and the impact that it has had on me.

The topic of this research paper focuses on facilitation as an essential part of exceptional leadership. There is evidence that leaders are expected to have the ability to effectively facilitate at work place. The author Ingrid Bens wrote a book about “Facilitating to lead! Leadership strategies for a networked world.” Such as, the book Facilitating to Lead" makes the case that facilitation is a work styles not just a meeting technique and will provide you with leadership strategies for a networked world (Bens, I. 2006 pg. 11). In particular, author’s position in this book is that facilitation is a big part of leadership and organizations are shifting from the traditional commanding leader to facilitating leader. Due to the diverse workplace, new technology and advancing organizational structures require the leaders to have the facilitating skills to create success. In addition, Ingrid Bens explores the leadership theory on three levels; facilitation in a meeting scenario, facilitation leadership to the executive level and facilitation leadership in wide organization (Bens, I. 2006). Likewise, there is an article “ Take Me to Your Leader” by John Van Maurik, where he states that order and rule leadership style is no longer an effective way to lead. The future exceptional leadership is about helping employees to be open and creative. The author, John Van Maurik claims that future leadership is focused on “what you do , not what you are “. This