My Guidance And Collaborative Approach For Supervision

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

My educational leadership philosophy is founded on respect. Respect must be given and received mutually. From teacher to students, to custodial staff, each person has their own story, fights, successes, and talents. Working together as a team to promote self and community advantages will enhance not only the school, but in turn will affect the world.

I have learned throughout my career in the Navy and my master’s program at Old Dominion University, leaders come in all shapes and sizes. Leadership is a trait some individuals are born with and yet it is a skill one can learn, polish, and continually improve upon. No matter the case, in order for one to become a well balanced instructional leader, one must have a central focus of learning rather than teaching, know how to balance being a supervisor and evaluator, and finally, they must encourage and develop professional growth throughout the organizations culture.

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,

Initially and still relatively concrete in thought, I sincerely felt that the leadership within the school hierarchy started with the principal and branched down all the way to the core teachers, specialists, and support staff, establishing that whatever the aims and jurisdictions set forth by the principal overtly shaped the nature of a school’s approach to reform and learning expectations. Additionally, teachers were expected to operate in their specific roles to advance those expectations set forth in large school staff meetings that planned

One who is in a leadership position must be knowledgeable in his or her field. If one is not knowledgeable, then he or she cannot provide adequate guidance, be innovative, effectively advocate on the behalf of students, or effectively collaborate with a team of professionals. I strive to be competent by being aware of the latest evidence based research, by collaborating with my colleagues, and by pursuing more about the field of education through continuing my education as a high-quality teacher. An effective educator must be proficient in the skills needed to be a leader. If one is not competent in showing compassion, perseverance, innovation, and collaboration, one cannot depict positive acts of

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,

My interview of Mark offered great insight into the continued practice of this leadership habit both professionally and personally. Mark is currently in his second year of teaching and has a great deal of insight into being prudent in my future career field. In addition to professional practice, Mark exemplifies a true servant leader in his everyday life. Toward the beginning of the interview, Mark and I quickly began to talk about success, goals, and achievement. In his own classroom, Mark

Leadership is a privilege that carries with it many responsibilities to inspire others, and to direct individuals to attain the vision and goals of an organization. As an effective leader it is my job to be flexible, be an excellent communicator, be a person who leads by example, and is an individual who is committed, resourceful, and reflective. Achieving the characteristics above, I have developed a definite purpose in mind; one that is shared and modeled in and outside of my school environment. With such growth mindset, I teach, present workshops and empowers others to make decisions that will develop future leaders. To lead by example, I became a mentor for first-year teachers. Furthermore, I orchestrate educational committees, encouraging

The concepts of “curriculum and pedagogy begins with an examination of the underlying philosophies theories and principles” (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012, p. 98). These concepts help to shape an individuals idea of how they can create an environment that better suits themselves, their team of workers, the children and their families. Pratt (as cited in Davis, 2015, p. 80) offers to readers that the importance of developing a culture for equity, positive relationships and community adopts the importance of being valued in any contributions you make to sustain a collective body of learners. Being a leader is one who works together with their team and achieving their goals as well as promoting reflection and learning. The meeting that has been organised is to guide educators to “shape and influence what happens in the future” (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012, p. 98), by discussing what it means to work together as a team providing alternatives in the way we all can communicate and develop endless outcomes for children's

Leadership is venturing out into unknown territories and making new pathways, using knowledge, experience and wisdom to motivate followers to accomplish a shared vision. My leadership hall of fame showed me that leadership style dominates my Hall of Fame list. The three words most prevalent on my list were dependable, conscientious, and trustworthy. My list included mainly teachers and coaches from my youth and the main reason they are the ones that come to mind has to do with the relationships that were built. I am still in contact with two of my former teachers and enjoy and learn from our conversations. In a study by Andrew W. Halpin, he states “effective or desirable leadership behavior is characterized by high ratings on both Initiating Structure and Consideration” (Wren, 1995, p. 146). Structure has to do with the task at hand and consideration deals with relationships. I believe relationships in education are a strong characteristic need for team building.

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

In completing the Principal’s Leadership Style Survey, I realized that the leadership style I thought I aligned with the most was, in fact, not the style I purported to be. This section of the paper will summarize what I have learned from the assessment, what it may mean to me as a potential leader, and what I would need to work on to ensure that I become a better leader.

My leadership can be seen in my experience as the Director of Resource in my school of 600 students, Preschool through the eighth grade. I supported parents, teachers and administrators as they maneuvered the obstacles involved in identifying learning needs as well as the challenges that follow after identification. I worked directly with teacher and families to complete the necessary paperwork and advocated on their behalf with the public school system. Under the role as director, I was solely responsible for

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