Effective Educational Leadership Analysis

The importance of effective leadership and its impact on improving student achievement are evident in today’s schools (Leithwood, Louis, Anderson, and Wahlstrom, 2004). While the school principal is traditionally thought to be the school leader, Glickman (1989) proposes that “the principal of successful schools is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others” (p. 8). Lumpkin, Claxton, and Wilson (2014) contend that helping “each school fulfill its mission and energize and expand the professionalism and professional contributions of teachers, the expertise of all teachers, especially teacher leaders, is needed” (p. 59). Teachers directly impact student learning, and

The second quality of an effective leader is to have a vision. The vision should also include the schools missions, purpose and goals. The principal should be progressive and constantly looking for ways to keep the staff and students motivated to work towards a common goal. As an effective leader you must continuously promote the vision. This could be done with a school created slogan that fits the community. Most people want to belong and feel a part of something successful or on the path to greatness. It is a wonderful feeling to be a member of a successful school community where people really

As one leads with integrity, fairness and in an ethical manner, they lead by modeling those values and beliefs that belong in an educational setting. They show concern and care personally for the students, staff and communities learning, behaviors, and lives. Leaders promote a culture of openness and trust. They model appropriate behavior and skills to improve learning and engage others to share in this process through collaboration.

Being an Educational Leader is where I have chosen to land. Educational leadership will often bring me back to the classroom, helping teachers, coaching students and planning curriculum. A master’s degree in Educational Leadership will deliver a fresh perspective

My philosophy of education is correlated to my vision of education and my role as an instructional leader. Excellent administrators possess personal characteristics of exemplary leadership talent in analysis of data, organizational constructs, leadership decisiveness, oral and written communication, technological confidence, personal motivation and educational integrity within school systems. Educational leadership is a vital position in which I persistently evaluate every decision I make on behalf of students; what is the educational value? Will all students benefit? Is it fiscally responsible? How do we sustain success? In order for students to be competitive locally, nationally and internationally, I am committed to providing effective,

Above all else, I view leadership within the school system as essential for its success. My cumulative experiences provide a strong background that will allow me to excel as a school leader. I possess an understanding of the challenges and intricacies of a wide variety of school systems, ranging from small rural programs to inner-city and sub-urban high schools to research universities. My experience teaching at the college level gives me a unique perspective that will allow me to guide a program aimed at cultivating high school students capable of excelling in their educational endeavors. In addition, I believe that to be a truly successful leader, one must have a clear understanding of the challenges faced by educators. My years as a high school teacher have provided me a keen perspective in this regard. University of Northern Colorado’s Doctor of Education in Educational Leadership and Policy Studies Program will be an invaluable avenue for me to learn from experienced educators as I hone my leadership abilities with the goal of using my life to lead improvements in the public education system. I look forward to the opportunity to develop as an educator,

Educational leaders play significant roles in the modern society. Their effectiveness depends on their strengths. Primarily, it is vital having a comprehensive understanding of who is an educational

Hillard (2011) asserts that with the passing of the No Child Left Behind (NCLB) bill, educational leaders face more challenging leadership responsibilities than ever in the history of education. The Interstate School Leaders Licensure Consortium (ISLLC) has set stringent standards that school principals must meet before they are deemed qualified to lead instruction. This includes completing formal Educational leadership programs, the passage of an examination demonstrating their skills and knowledge, and a certification process. However, school administrators are still concerned with not having enough time to provide instructional supports to teacher. In addition, it is nearly impossible for principals to be content experts in every subject, especially in high school settings.

In order to make a difference in schools, we must first assess our problem areas and determine which weaknesses need support in order to ultimately boost student achievement. West Middle School suffers from a lack of innovative and research-based teaching strategies. It is not uncommon to walk up and down the halls and observe students sitting in straight rows and working on decade-old worksheets or drowning in the traditional lecture setting. This problem is compacted by our current administrator, who regularly demonstrates a Laissez-Faire leadership style. He tends to be hands off and trusts that his staff is making the best possible decisions they can for the students they serve. However, our achievement data and school culture are suffering as a result of this “status quo is dandy” approach. Administrators are becoming less managerial, and alternatively are required to take on a more significant role of instructional leaders. An instructional leader would serve West well. In order to make a real difference in my school, I need to possess teacher-leader traits that are grounded in leadership research, as I strive to inspire and direct action of my colleagues during times of change

Educational leadership is the hot topic in most school districts today. The leaders of our school systems are breeding tomorrow 's leaders, empowering students and teachers through academic success. Administrators, principals, and school leaders, both formal and informal are under an amassed amount of pressure, they must manage the education process holistically assuring that it is legal and effective in every way. My purpose for seeking a master 's degree in Educational leadership is to develop the theory and research necessary to empower teachers and students in urban areas. I understand that schools who aim for excellence, share a common goal throughout the entire school, and has a vision will achieve higher than any school without a clear vision. I know that success is dependent on teacher quality and student achievement.

The strength of any school relies on the strength of its leader and his/her ability to effectively manage the organization. Principals must have impressive leadership skills to manage the diverse school environment. Leadership plays a crucial role in the effectiveness of an educational organization from goal setting to accomplishing goals. Research has proven that successful leaders create effective schools.

School principals build a school culture of high expectations, trust, and professionalism by appreciating and supporting teacher collaboration and shared decision-making. Effective instructional leaders build strong teaching teams and help their teachers improve their classroom practice.

When an opportunity for leadership presents itself, it puts a person in a position of influence where they then inherit the responsibility of using their influence for the betterment of the organization. Education in the 20th century has brought with it reforms and initiatives such as No Child Left Behind, Race to the Top, and Read to Succeed, and thus the need for leadership which holds its responsibilities in the highest regard. Each of these initiative have come with added pressures and accountability for school leaders to show adequate progress and performance on rigorous standardized tests taken by students (Allen, Grisby & Peters, 2015).

Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to

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