An Educational Leadership Department At A Major Research University

It is not surprising the competencies of the profession and prioritization of these competencies is ever shifting as well. Herdlein, Riefler, and Mrowka found in their meta- analysis of the subject a “shift in emphasis from counseling and human facilitation towards assessment, management, leadership, and supervision” as well as an emergence of “administrative functions such as strategic planning, budgeting/finance, legal/ethical issues, and campus organization and structure” (2013, p. 264). This is not surprising, as higher education institutions face decreased funding and increased regulations, this trickles down to a shift in priorities from human facilitation toward administrative management. The evolving world of higher education means student affairs leaders not only need to be educators but also have knowledge of business

I am applying to Plymouth State University’s Master of Educational Leadership program for the winter of 2016-2017. Currently, I am the head of the math department, hockey coach and assistant athletic director at New Hampton School, in New Hampton, NH. I would like to pursue a master’s degree in educational leadership with a focus on athletic administration to further my knowledge of the required leadership qualities, specialized skills and educational systems so that I may ultimately become a better math department chair and an athletic director.

Leadership within higher education organizations is essential to the functioning and success of the establishment. Leadership practices can vary depending on the type of higher education organization and the issue or goal at hand. The purpose of this assignment is to evaluate the best leadership practices in support of veterans continuing their education at a community college. The review of Bolman and Deal’s organizational frames and the relation to transformational leadership, exemplary leadership, and integrative leadership will determine the best leadership practices for supporting veteran education.

It is pertinent that leaders at the community college level have a solid understanding of their vision, mission, functions and operations (VMFOs). These are the principles that guide the values, ideals, structure, and direction of an institution. When leaders have the knowledge, skills and practices, it is easier to inspire and motivate others to do the same. In fact, when leaders hold all stakeholders accountable both internally and externally, the institution will see the benefits of a solid foundation in accordance with the institution’s vision and mission.

Create a personal, professional mission statement summarizing philosophy, knowledge and skills of instructional supervision from which to guide future leadership actions.

Several months ago, a student with three years of experience in ASUU—Jack Bender—created the SLC party while running for Student Body president. His campaign, hinging mainly upon reducing the fiscal allocations to various departments, promised to reduce student fees and increase transparency. Since the inauguration ceremony on April 27th, there have been indeed been notable changes under his leadership, with the aid of several new leaders.

As children, we are encouraged to be leaders; to be people that make a difference in the world and have the courage to be catalysts for change. Being on Howard University’s campus allows one to witness first hand this embodied virtue of leadership. Taking action both on and off campus, students exemplify leadership through their ability to organize and seek reform in order to truly embody the essence of the “Mecca” as well as serve and inspire the greater community around us.

Leadership appears in an array of forms, whether it be coaching a team, teaching a class, or in our case leading a university. The university administration is in charge of the students in attending that school in many different ways. They have a financial responsibility to the students and the school, as well as a moral obligation with the students to provide the best possible education. There is one issue that regularly occurs during Kutztown University’s spring and fall semesters. Class selection is one of the most stressful time of year for both the students and the faculty. The students are worried about not getting classes they need in order to graduate and the administration is worried about getting enough students to fill every class

In 2008, The Educational Leadership Constituent Council (ELCC) Standards were developed from ISLLC (Interstate Leaders Licensure Consortium) Standards.

The organization I have used throughout this project is Albany Law School (ALS). I’ve been employed by ALS for the last four years. Presently, I am the Assistant Dean for Admissions. I was recruited to this position to spearhead the admissions office and the overall enrollment initiatives for the law school. I am a direct report to the Dean of the law school and also serve of the Administrative Leadership Team. During my time at ALS, I have noticed that there is high turnover in leadership. Over the last four years, I have reported to three different Deans; the current one, has resided in the position the longest. High turnover in leadership is a clear indication that there is either job dissatisfaction or that there is conflict in

We have all seen or worked for administrators who talk a lot but do not listen. In order to be a successful, productive, and respected leader, one must have two way communication (CPSEL 6.2). I believe that communication is like a circle that is unending. In the public school system it is imperative that one knows and understands the people who make the key decisions. A good leader will need to build those relationships, by coming to meetings key players are attending, becoming a team member on committees that key players are leading, looking at key players past history and exploring what programs and or issues are important to those key individuals. At the same time you are building relationships with the key players, one can share their own personal educational passions and demonstrate inter-personal skills that make them a team player advocating for the mission and the vision of the district. Simultaneously, you are leading your own school and developing relationships with and an awareness of your staff, the parents, and the local communities (CPSEL 6.2).

A quote by Larry Ferlazzo said, “If teachers don 't know the hopes, dreams, and interests of their students, it 's pretty hard for them to construct what 's going on in the classroom, so that students see it in their self-interest to be self-engaged." With that being said, as an instructional leader, my vision for improving student achievement is to help create an environment where high standards for all students and staff members are valued daily. High quality professional development is offered and implemented throughout the school year. All learning environments are safe and disciplined for all students, staff members, and all stakeholders. Most importantly, I want to make sure that the district has a solid foundation for learning

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

In the “New Vice President” case study, Mid-West University faced a hiring freeze and leadership dilemmas. With the change in executive positions, Jennifer Treeholm, Associate Vice President for Academic Affairs, acquired the new vice president role. At first glance, she was the perfect candidate. Jennifer dedicated her career to improve the overall culture and mission, and she was familiar with the vice president’s duties. Although Jennifer was highly qualified, her previous relations with the staff rendered her ability to lead and make decisions effectively. As a result the college faced stagnant progress from delayed solutions and preventative measures. Thus, the staff began to doubt her abilities as a leader, which caused the previous employee structure to weaken.

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.