Dr. Julie Slayton Leadership Style

The purpose of this study was to have principals complete the Vannsimpco Leadership Survey as a self-assessment of their leadership styles. Additionally, the subordinates of these principals completed the same survey assessing the principals’ leadership styles. Upon completion, an analysis of the data determined if there was a statistically significant difference between the leaders’ self-assessments and the assessments by colleagues as it related to the leadership styles identified in the Vannsimpco Leadership Survey. Effective leadership is essential in today’s educational landscape as the K-12 principal has significant and multiple roles to fulfill. Current leadership studies do not consider a hybridization of leadership styles and are

The researchers reviewed related educational peer-reviewed literature, as it pertained to their study. They reviewed literature topics related to transformational leadership, best practices of educational leadership, strategies for improved school culture, and leadership styles and its impact on teacher morale. The researchers identify in their review of the literature characteristics of “true” transformational leadership to include a leader’s ability to “lead by example and have the ability to articulate goals of the organization which

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.

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

Leadership is an essential component of a schools’ success or failure. Learning By Heart, by Ronald S. Barth provokes teachers and administrators to reflect on their practices and contributions to their school. Roland Barth offers us different viewpoints on educational reform from his own experiences in education from being a public school teacher and principal to being a Harvard University faculty member. He mentions how school improvement and restructuring will come from within every teacher and administrator not from any program because “schools are not capable of improving themselves”.

Palmer Lake Elementary School refers to a public elementary school located in Brooklyn Park. The school has 678 students with majority being Whites and non-Hispanics. The teachers; population is between 40 and 50 teachers: 6 speech teacher, two reading teacher, 3 gym physical, two music teachers, 28 for regular classes, one media. Accordingly, the ratio of students to teachers is approximately 15:1. Each class has varying number of students ranging from 19 to 28 students. Approximately 54 percent of the students are male and 46 percent are female. The percentage of students eligible for subsidized lunch is 65. This essay examines the leadership skills and styles of Dr. Tim Brown after an interview in his office. Dr. Tim is the principal of Palmer Lake Elementary School and plays the following roles. First, he shapes the vision of academic success and instructional competence for all students and teachers respectively. Second, he plays the role of creating a climate and environment that is hospitable for learning. Third, he cultivates leadership in other teachers. Fourth, he is answerable to external stakeholders such as parents and state education authorities concerning the school’s performances and use of resources. Effective educational leadership is a continuous process that involves self-examination, learning from others, collaboration and sustainable use of resources to accomplish the goals and

Number of studies have asserted that teaching experience of principal positively associates with his/her instructional leadership (Eberts & Stone, 1988; Glasman, 1984; Hallinger, 1983; Leithwood et al., 1990). Studies have identified personal values of principal to indirectly shape his/her attention to varying aspects of educational programs (Barth, 1980, 1990; Cuban, 1988; Glasman, 1984; Leithwood et al., 1990, 1992). “Research on effects of principal leadership on student learning draws its conceptual lineage more directly from research on school effectiveness and school improvement.” (Hallinger, Bickman and Davis,

This study seeks to examine a principal leadership style and its effects on teacher job

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

This paper explores numerous published articles discussing research on implications of different leadership techniques and effective school systems. Discussions of various leadership strategies and their real-world applications within school systems are implemented throughout this paper along with considerations of teacher retention and multiculturalism. Personal experience is also a key element of discussion in this paper. With all faculty and staff of school systems considered and being represented.

Throughout this book, Sergiovanni is attempting to reframe the role of leadership in a school from an old paradigm focused on management and control and the view that a school is a formal organization, to a new paradigm of empowerment through caring, acknowledging the expertise of teachers and students, and facilitating their active participation in the school.

Numerous people in today’s society believe that a principal’s only occupation is to “be in charge" of the school where he/she is employed. In reality, the principal of a school is considered to be the “leader of the pack”. “Leadership, as moral action, is a struggle to do the right thing according to a sense of values and what it means to be a human being” (Sergiovanni, T.J. 2005). The leadership that a principal provides should demonstrate that he/she cares about the staff/students, that he/she learns daily from their accomplishments/failures, that he/she is willing to take risks that could lead to school improvement, and that he/she is a trustworthy person. Based on past experiences, the previous discussion, and the review of literature,

Leadership is often times confused with management, but they are in fact two separate and equally important aspects of successful organizations (Kotter, 2001). Leadership applies “power to influence the thoughts and actions of other people” (Zaleznik, 1992, p.2), while management is more concerned with handling problems as they arise (Kotter, 2001). Kotter (2001) and Zaleznik (1992) both discuss how leaders may be developed in different settings. The school district I work in practices growing leaders. Employees are identified for their leadership qualities and then the school district assists them with acquiring their administration degrees. Finally, they are transitioned from the classroom to administrative positions within the district

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.

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really