Helping Educators Become More Effective Leaders Essay

Currently, I am teaching at my high school alma mater and my vision is to lead my school district as an administrator. Many youth of today are choosing teaching as a career and need leadership to guide them in their journey of education. I can serve my school and community by displaying leadership qualities of a positive attitude, a willingness to develop morale of staff and guide learning experiences of naiveté and experienced teachers

I have also served in Leadership positions since my National Board Certification that have enabled me to work closely with my peers and other colleagues. My principal nominated me to be part of an Emerging Leader cohort initiated by our superintendent because of my commitment to my profession and willingness to take on a leadership role. I had the opportunity to spend the day shadowing a principal from another elementary school and then meeting back at the district office to collaborate with other chosen “Emerging Leaders” throughout the district. We spent time discussing issues and topics currently facing education with the district leadership team. Research shows that interaction between teachers and administrators focused on student learning affects student achievement. A similar cohort I have been involved with is the Teacher Forum for Teachers of the Year in our district. Again, it is this camaraderie that takes place when teachers sit down and share ideas and thoughts on education and how to

Based on my experience in the classroom and my educational background, I want to pursue a certification as a K-12 administrator because I want to help and work with a larger population of students. My desire to enhance the culture and community in a school building has come from working with three amazing, passionate, and dedicated administrators (one principal and two vice principals) in my school building. Their drive to positively influence the lives of students, collaborate with parents, and enhance the teaching styles of all the faculty members in the building, has motivated me to want to do the same. A new challenge is presented every day in a school building, and I want to be part of an administrative team that will successfully work together to overcome each and every obstacle in order to better the educational experience of students.

Teachers as leaders. Crowther, Ferguson and Hann (2009) in their book, Developing Teacher Leaders (2nd ed.) defined that “Teacher leadership is essentially an ethical stance that is based on views of both a better world and the power of teachers to shape meaning systems. It manifests in new forms of understanding and practice that contribute to school success and to the quality of life of the community in the long term.” They also described the six elements of Teachers as Leaders Framework. (Crowther, F., Ferguson, M., and Hann, L. (2009). P.

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,

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.

Although the importance of leadership characteristics and actions of principals are well documented, little research identifies specific strategies principals use to influence teacher retention. Finningan (2012) conducted a qualitative study in three low performing elementary schools in Chicago that revealed the importance of leadership. The findings suggest that principal leadership is critical in low performing schools thus, instructional leadership was one of the most important areas discussed by teachers in two of the three schools. Drago-Severson (2012) conducted a qualitative study to examine how principals shape the school climate. The study expressed the importance of leadership and illuminated common practices across school types. Nearly all the principals in the study voiced the importance of appreciating and

At Covington High School, we recently had a former teacher promoted to assistant principal. The leader was once an English teacher and is very knowledgeable in her content area. She served as an Instructional coach before she was promoted to a leadership position. She was responsible for conducting regular PLC meetings with teachers in the English department. She also has been recognized for the improvement she has made to the English department and the success students are having on the English and Reading ACT.

Leithwood et. al., (2004), as a result of their review of the literature on school leadership, conclude that not only is leadership “second in strength only to classroom instruction” but also “effective leadership has the greatest impact in those circumstances (e.g., schools ‘in trouble’) in which it is most needed” (p. 70). A comprehensive longitudinal study of Chicago’s public school reform during the 1990’s revealed the importance of school leadership to student achievement. Overall, Bryk (2010) found that school leadership as having an influence on all organizational

Once you have a role in school administration, it is important to continue learning about new developments. Effective leadership is one of the most important elements of successfully running a school. There are many websites and blogs available that can help you learn about new ideas and improve the welfare of everyone at your school. As these free online resources show, knowledge does not have to be expensive to be

Leaders are not born; they are created through influence. Teaching Junior Achievement showed me that these curriculums allowed children to discover their gifted leadership styles and exercise them at a young age. When teaching My Region to a class of fourth graders, I gave students the ability to create their own business using their geographical location and resources at hand. I

Their tuition reimbursement is better-than-most and the provided access to online learning as well. There is a leadership development program that is offered to a select few. Those that are afforded this development opportunity are assigned a mentor, put through intense leadership courses and coached to develop their leadership skills. For the remaining stakeholders, there are occasional leadership and development classes offered.

This is a well written, easy to read practical guide to coaching principals and other school leaders. It contains many examples of different coaching styles for the education sector. The authors offer a fresh approach to professional development of leadership. Blended Coaching provides research and theory for the readers with practical skills and strategies for leadership coaching which is connected to the needs of principals and other school leaders. This book provides field tested, concise guidance, for all who are concerned with supporting new and veteran principals’ professional learning and all other leadership stakeholders within the education sector. In

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.

“People don’t leave an organization; they leave people (leaders)” (Hersey, Blanchard, & Johnson, 2008). Educators are no different, an administrator makes a large impact on a school, and that impact can be positive or negative. The responsibilities of an administrator include leadership and management, and are increasing every year. Every administrator has a different leadership style, they may have similarities with others in the style but they also have differences. “Leadership style is the pattern of behaviors of a person who assumes or is designated to a position of influence in an organization (Razik & Swanson, 2010, p. 85).”