Educational Leadership Theory: Course Analysis

This past school year I have been social chair of Nursing Students Without Borders. I have organized, implemented and hosted social events throughout the Fall of 2016 and the Spring of 2017. This past year the leadership of NSWB has worked to make NSWB community focused which is why the position I held was added this past year. I have been able to mentor a pre-nursing student through NSWB. I was able to answer the questions honestly from a pre-nursing student and provide support during the application process. I have been able to participate in leadership meetings and have learned how to plan well and how to improve event planning.

A wise man once said; “flat terrain never made a skilled soldier.” As you progress through your career and advance your knowledge of your tradecraft you must learn to adapt. Having served on a Brigade Combat Team and a Division Geospatial Information and Services Team I felt ready to serve as a Squad Leader and Senior Geospatial Engineer Sergeant within a Brigade, but nothing could have prepared me for the challenges I would face serving as a Senior Geospatial Engineer Sergeant on a Combat Aviation Brigade’s Geospatial Information and Services Team.

Leadership is about effectively influencing people; an endeavor that can be very challenging at times even for the most qualified and experienced leaders. My time at the Eisenhower School has allowed me to read and assimilate vast amounts of information about leadership. The white space during the school year has facilitated reflection on the results of my executive assessment, seminar discussions, and the various leadership presentations from strategic leaders. As a result, I realize there are strategic leadership concepts I have already experienced and applied. Self-awareness by attaining understanding of my own personality is one of the most valuable lessons I have learned. Cognizance of my temperament’s tendencies and those of

The California Standards for Educational Leaders (CPSELS) align the most closely with my own beliefs and opinions of what it means to have “great school leadership”. It is inherent within their standards that they have a strong commitment to cultural diversity and the use of technology as a powerful tool (CPSELS 2008). As a school administrator, I will strive to be an educational leader that promotes the success of all students, and I believe that this can be achieved by supporting and implementing the 6-standard system listed below.

Using positive values teachers and the school faculty can aid the student’s parents in the formation of the student’s values.

educational leadership." Journal of School Leadership 23.4 (2013): 664+. Academic OneFile. Web. 16 Dec. 2015.

In some situations, leaders are viewed as someone who simply gives orders and others do the majority of the work. This perspective is far from the reality of becoming an effective principal. I feel it is vital to delegate tasks to others; successful principals must take control of the important situations and lead by example in their buildings. This course has shown me how essential communication, planning, and becoming a focused leader truly is to the success of a school. I have a great deal to learn and skills to develop to become an effective leader. This course has helped put leadership into perspective and the qualities required to develop into the best possible educational leader. Throughout my final courses I will continue to develop skills and create an even higher level of leadership

Developing not only as a person but as a leader can be a complex and arduous task, and is a life-long process for those that truly take an active interest in this development. Conscious choices can be made to improve leadership skills and personality traits that support greater achievement in the workplace are possible, and thus development in these areas can be made a matter of active choosing and attention, yet properly engaging in such active development efforts requires an understanding of how personality works as an internal matter and how specific personality traits translate into leadership capabilities and effectiveness. While many different tools and methods have been created to assist in leadership development, few are as truly insightful or as concretely applicable as the Life Styles Inventory.

What do you know about yourself that you did not know at the beginning of this course?

Completing the main project for this course has been an interesting exercise forcing me to challenge some of my long-held beliefs of both my personality and management style. Each survey I took revealed some interesting aspects of educational leadership that I will apply when given the opportunity as an educational administrator. This section of the paper will summarize the key findings for each of the aforementioned surveys.

The study of leadership in higher education brings with it a multitude of concepts, theories, and topics to learn, and as a novice researcher, it is important to explore as many of these concepts as possible during your degree program in order to gain a better understanding of the magnitude the study of leadership in higher education covers. Throughout a doctoral program on leadership in higher education, candidates will encounter hundreds of scholarly articles and empirical studies that fall in the purview of postsecondary leadership. When reviewing these articles, it is important to analyze and synthesize each piece of research to determine the methodologies used by scholar-practitioners and identify best practices in educational

In conclusion, I would prefer the Participative style since it would help us to meet the goals for our organization by having everyone’s involvement. This way we can improve our personal development, which will help us to create an organization that will withstand positive changes, because with numerous people deciding what to do together it just helps to make better decisions than just having one person doing it

Reitzug, West and Angel (2008) discuss four dominant conceptions of instructional leadership—relational, linear, organic and prophetic. In a relational instructional leadership, increased learning and improvement in instruction does not occur as a result of working directly with the instructional program but rather as a byproduct of relationship building—principal with students, staff, community, etc. Linear instructional leadership assumes that systems can be designed so that one action, structure, or procedure will lead to a desired outcome, which will then cause a chain of desired outcomes. Organic instructional leadership asserts that instructional components cannot be addressed in isolation but as a whole. Prophetic instructional leadership

Chapter sixteen discusses various leadership theories which can implemented by leaders to achieve success. The choice of leadership theory differs from leader to leader as they possess different vision and way of managing. A theory isn 't always perfect in itself, it is the endless effort of the leaders which makes the theory a perfect one. Two approaches of leadership that I prefer are Situational Leadership Theory and Servant Leadership Theory. Among many theories I prefer these two because I tend to practice those principles most of the time and I assume these are theories that I truly tend to continue in a long run.

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