Dr. Mcghee 's Leadership Theory And Practice Essay

This semester, we learned specific ways to build our leadership capabilities by reading “How Remarkable Women Lead” by Joanna Barsh and Susie Cranston, researching Boston women leaders, interviewing a present day woman leader, and reading a group book. Throughout all of these resources and research, common themes of how to be a successful leader emerged. Not only did I learn more about leadership in general, but I also found ways to improve my own leadership without going too much out of my comfort zone. The important lessons of leading with perseverance, framing, and an activist's mindset thoroughly influenced my identity as a leader and gave me new tactics to grow as a person.

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.

Austin being a leader instead of a manager is how she leads and inspires not only her students, but other faculty members as well (Wren, 1995, p. 8-10). There was a time when I attended the Virginia High School League States Debate Competition with my debate coach, another Midlothian High School English teacher (Cheatham, personal communication, April 20, 2014). During one of the round breaks, my coach and I happened to get on the topic of English teacher (Cheatham, personal communication, April 20, 2014). It was then that my coach raved about Mrs. Austin and the personal impact she has had on his own teaching methods and ways to motivate students that are dragged down by SOL tests and public school standards (Cheatham, personal communication, April 20, 2014). In this experience, Mrs. Austin solidified her leadership capabilities of motivating and inspiring anyone around her to work harder and be better at anything one does. Overall, Mrs. Austin knows how to properly handle coping with change. She knows how to be a leader, not a manager (Wren, 1995, p.

Servant leadership is key- Educational leaders must have the interests of the children as their main concern. Hall’s use of fear to achieve results created a bigger problem within the school district rather than solving it. Listening to teachers’ difficulties and working directly with those inside individual schools will help leaders identify and solve problems, as Errol and Castarphen have done and will continue doing.

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,

Abstract: There are numerous definitions of leadership, all of which contain elements related to people (the leader and the follower(s)), communicating in person or by the written word, actions (organizing, directing, coaching, and/or motivating), and for a purpose (meeting a goal(s) or accomplishing a task(s)) (ADP 6-22) (Fisher 2015) (Bolden 2013) (Hogan 2005). Additionally, everything done occurs within a given context. Effective leaders are poised, proficient, pertinent, and practical in the application of the art of leadership. This means leaders are ready to engage the group with effective methods and

Authentic leadership is reflected in the actions and aspirations of Dorothy McFerrin. She applies her practices and behaviors to inspire and enable others to pursue endeavors for better educational communities in Texas. She has a long list of credible leadership experiences including PTO President in the Humble ISD and Chair of the Texas A&M University College of Education and Human Development. Regardless of being an organizer, chairman, entrepreneur or philanthropist, McFerrin challenges the process by searching for opportunities and innovative ways to improve communities. She builds trust and fosters collaboration while strengthening others. By creating an atmosphere of mutual respect and consideration, people are brought together to develop

Introduction/Objective: Each team member watched the movie, “Stand and Deliver” and completed the discussion questions in this week’s team application, (Musca and Menendez, 1988). During our team discussion, we analyzed the leadership qualities of Escalante. The team discussed how Escalante could read his environment, knowing himself and how to effectively implement his application of leading. The author notes the importance of knowing yourself by identifying who you are and what you stand for, (Bennis, 2009). As a team, we discussed Escalante’s ability to be flexible, by changing his approach to overcome a challenging situation. The team agreed that Escalante followed an authentic style of leading. The team noted that this method of instruction would probably not be an acceptable practice in most schools. The setting for which this movie was depicted was a lower level high school that was in the midst of losing their accreditation, (Musca and Menendez, 1988). The team discussed members of the faculty and their behavior towards their students. The faculty lacked the essential leadership qualities that are needed to properly motivate their students to become successful in obtaining a higher level of education. The team members agreed that a majority of the teaching staff followed the transactional method of leading. The team felt that the environment alone was

Throughout my years growing up, I have had numerous teachers and coaches, all of whom were excellent leaders and mentors in their own ways. However, out of all these people, the most effective leader I have come in contact with is Mrs. Lori Pierce. Most recently, she coached me in speech, but she also was my drama director and 6th grade teacher. Obviously, Mrs. Pierce has the resume of a remarkable leader because she not only fills multiple roles at Verdigre Public School, but also she serves on the Alpine Village Retirement Home Board of Directors and volunteers at the United Methodist Church and various community events. Her vast involvement, though, is not what makes her the most effective, impressive leader; indeed, it is the practicality,

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

This assessment offers a window into myself, from which experience, I see myself more clearly. Completing the leadership assessment enhances my self-awareness, and helps me identify my strengths and development opportunities. As a supporting para-professional in the schools, my leadership role fits into instructional leadership (Portin, Alejano, Knapp, & Marzolf, (2006). My work involves a great deal of collaboration and consultation with other professionals. To a certain degree, the outcome of my work relies on teamwork. Thus, it is crucial to build rapport with teachers, staff, and other team members, and bring all of them together to

Over the years, I have worn many educator hats such as a Director of Resource, classroom teacher, Head Start teacher, special’s teacher, and as a teacher’s aide. My leadership experiences have not been ones in an administrative role, but I have had leadership experiences both informal and formal in nature. My years as a professional educator with a Virginia Collegiate Professional license has allowed me to teach in public settings as well as Catholic schools, at many different grade levels and for me, all of those experiences have influenced my leadership skills.

This paper is a critique of preceptor leadership methods. I will describe my current preceptor’s leadership style, giving an example of an observed valuable leadership strategy and why I found it to be successful. Shadowed by an example of an observed unsuccessful leadership strategy, how I responded, and a recommended strategy for the situation described. Ending with the type of leader I aspire to be in the future and my final thought regarding leadership.

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