Educational Leadership Theory: Course Analysis

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.

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

Schools must meet the challenges of a changing educational climate and effective leadership is crucial in helping to guide the whole school community through the potentially treacherous waters of change. This assignment will delve into the complexity of leadership and will emphasize that whilst leaders can attempt to create conditions to help schools improve, they are not solely responsible for the outcome of the education process. Fullan (2001) posits that effective school leadership has the ability to manage educational change by building strong relationships and establishing a moral purpose. Therefore, the school leader has the orchestral role of subtly creating the conditions necessary for pupils and staff to thrive. This assignment will focus primarily on three of the preconditions for effective Leadership for Learning, mentioned with the assignment title: the role of shared leadership, explicit conversations and the creation of settings, mindsets, and strategies conducive to learning. The writer feels, that effective leaders can transform the idea of mutual accountability into 'moral accountability '. Therefore this section can be interwoven within each of these three strands of Leadership for Learning mentioned; in a sense mutual or moral accountability could be interpreted as a by-product of effective leadership.

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

I always thought I would be a teacher and I would make differences in lives and it would be the greatest experience in the world for me, yet being a teacher wasn’t enough, I had a need to expand my education. I decided that perhaps I needed a new career, however, I felt certain education remained my passion. I began to explore new areas of education and I realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms.

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.

Instructor 3 leadership model can be identified within the leadership behaviors of structural and human resource framework. Clark (2015) suggest that structural leaders focus on structure, strategy, environment, implementation, experimentation, and adaptation. Human Resource leaders believe in people and communicate that belief; they are visible and accessible; they empower, increase participation, support, and share information. According to Grogan (2013), this is a part of affirming presence it involves foregrounding an attitude of unconditional regard for the person or persons you are working with. It means not only holding them interiorly in high regard but also explicitly expressing your regard in various ways.

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.

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

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

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

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