Educational Leadership: Annotated Bibliography

David Sadker and Mellisa Koch. Gender insights coming to your classroom. “Educational leadership”. ASCD. Accessed 17 October 2017. https://rhysmillerteachinglearning.files.wordpress.com/2016/11/educational-leadershipdisrupting-inequitygender-insights-coming-to-your-classroom.pdf

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

What attitudes about women might contribute to their underrepresentation in positions of educational leadership? There are several attitudes that might contribute to women being underrepresented in positions of educational leadership. First, stereotyping is a major issue. Many still view women as being the weaker species that are supposed to take care of the children and household needs. Second, many women don’t have the higher educational experiences needed to be an administrator. Some didn’t reach a higher degree status out of the need of having to raise their children. Next, some think that women don’t represent a larger number of educational leadership roles because they lack self-confidence. Finally, most think that women in educational leadership roles are low because there isn’t enough mentorship opportunities

Higher education institutions, argued Gibson-Benninger (1995), must increase their efforts in the appointment of women and minorities because these two groups have been severely underrepresented in leadership positions. Higher education institutions have not achieved much success with regard to minority recruitment to leadership positions by failing to aggressively recruit minority applicants (Gibson-Benninger, 1995).

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

The interview on educational leadership was with a principal of a high school, Nancy Johnson, who is in charge of about two hundred students. Out of the two hundred students, about sixty-eight percent of the students are Caucasian, thirty-five are economically disadvantaged, twenty-seven percent are Native Americans, and four percent have disabilities. Due to the high percentage of economically disadvantaged students, the district also receives federal funds to aide in supporting the academic interventions in the district. In this paper, issues, both highlights and challenges, about the leadership role within a school of this nature will be spotlighted.

As the author points out, the figures on women in leadership is staggering in disparity. The article takes time to focus on identifying and highlighting reasons what makes a successful leader. Having an opportunity to attend a leadership meeting, in which we discussed improving inclusion at my company, this article presented many of the same reasons that as a company we tried to understand, “Why do we not have more women in leadership?” This article really underscores that in order for a business to survive and grow or for that matter, any organization to flourish you need to find individuals that embody the above-mentioned leadership traits not just seniority.

In this study, which was a pilot survey for the Teacher Leadership Inventory (TLI), it was hypothesized that there would be a relationship between personality and leadership, specifically Extraversion would have a positive correlation with the seven teacher leadership domains, while Neuroticism would have a negative correlation with the seven teacher leadership domains. Within the research conducted, this hypothesis could not be accepted nor rejected due to a lack of participants falling in these categories— thus forcing the two traits to be eliminated from the study.

In the field of higher education, women are gaining ground in the achievement of leadership positions. For instance, in 2012, women led five of the eight Ivy League institutions. (Cook, 2012, p. 1). They also comprise an average of 24.53 percent of positional leaders in academia (Lennon, 2014, p. 107). However, at four-year institutions, women earn close to 20 percent less than their male counterparts do. The percentages are even lower for women of color, comprising an average of 11.4 percent of instructors, 10.6 percent of assistant professors and

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.

Dayton and Shoto (2006) present a case study regarding an educational leadership department at a major research university, faculty members have become disgruntled as a result of a declining organizational culture fueled by a lack of leadership from an insecure departmental chairman. The department itself had experienced a long standing positive history within the university, and was a “cash cow” due to the number of credit hours, tuition funding per faculty, and local and state service projects. Despite this background, the future of the faculty was uncertain, as their value to the university had diminished and changes within the university were occurring to which they were unresponsive.

Every year college graduates walk across the stage, receive their diploma, and enter the job market looking for a teaching position. These future teachers desire nothing less than making a change, impacting lives, and serving as a role model for students. However, what happens when after a few years, that same hopeful graduate now finds himself or herself burned out and despising their career choice? To revitalize that same youthful energy upon entering the teaching profession, could becoming a teacher leader invigorate their sense of purpose and renew their motivation to continue the pursuit of becoming that idyllic educator? This paper aims to shed light on how teacher leadership can positively impact a teacher’s experience as an educator and thus directly enhance their performance.

As a school leader whose duties and responsibilities are to govern the school, establish and develop its strategic direction, guiding and developing research and teaching, guiding and developing staff and managing issues related to staff and encouraging the pursuit of teaching excellence, it would be important to adopt the culture of curriculum leadership as my own personal leadership style in making sure that all the affairs of the school run smoothly and successfully and that the curriculum is well covered in time. In chapter one of Reason?s book Stop Leading Like It?s yesterday!, the author encourages the leaders to create a vision that is shared instead of the traditional way of having a vision set primarily by the building leader ?sadly, many schools operate with

This standard is in relations to the teacher being an example of leadership in the classroom providing order, having ethical standards, demonstrating to the children what a leader looks like, being professional, and recommending the school and students to outside sources. This standard is important to for a teacher to adhere to because if there is no leadership in a classroom, it can easily turn into a chaotic scene. Students are with their teachers for 8 hours a day, 5 days a week, a teacher is a very important role model to their students. If a teacher is not a leader in the classroom, then their students will not learn the importance of being a leader and their behavior will plummet without the proper leadership they need while at school. An example of leadership in a classroom would be having a healthy and interpersonal relationship between the student and teacher. There needs to be a healthy balance of rules and fun when in the classroom. A teacher can also show leadership by showing the children respect, having patience when working with the students, and encouraging their students every chance they get.

Today, the need for education leadership is significantly growing. However, in order to face the numerous obstacles and create a transformative change in education there has to be a clear understanding of what education leadership really is and its responsibilities. Educational leadership involves working with and guiding teachers towards improving educational processes in elementary, secondary and postsecondary institutions. Those in educational leadership roles tend to go above and beyond management and administrative tasks. Education leaders are trained to advance, improve educational systems, and create and enact policies. Education leaders usually are employed as school principals or administrators but can take on additional roles, such as department chair or academic dean.