Robert F. Kennedy High School Case

So because of the lack of state and district support, leadership at the school level does not have the ability or the right setting to lead school improvement efficiently and effectively. This results in leadership trying to take an attitude of enforcing a top down approach with the policies and procedures placed in their hands and then defining them with a lack of focus. On the other hand, there is leadership with no clear direction or support from above, but expected to achieve the same unrealistic results.

Hunter defines leadership as “The skill of influencing people to work enthusiastically toward goals identified as being for the common good” (pg. 28). Authority is “The skill of getting people to willingly do your will because of your personal influence” (pg. 30). While power is “The ability to force or coerce someone to do your will, even if they would choose not to, because of your position or your might” (pg. 30). I learned that it is important to have authority not power. This is important to remember in the classroom because if I have authority with my students instead of power over my students there will be a better sense of community in the classroom and it will help lead to a democratic classroom. But, to obtain authority or the sense of community and a democratic classroom, I must work on/ practice at the skill

The research speaks to the eight symbolic roles of leaders; here the school leader serves as a historian examining the challenges of the internal and external school culture. Terrence E. Deal and Kent D. Peterson (1990) stated:

The job of a school leader is not easy as many may think. School leaders are responsible for everything dealing with a school from the teaching staff to managing the school budget. I believe all the New Hampshire principal competencies are important and meaningful to every school leader. The New Hampshire competencies are important and meaningful to every school leader because they are designed to help guide principals in the right direction, and they should all be reviewed and followed. I believe effective school leaders should know the following; stage one: educational leadership, stage two: school culture and instructional programs, stage four: school and community, and stage five: integrity and ethics.

Leaders are accountable to uphold a safe learning environment and uphold personal and professional values. They demonstrate and live these values, beliefs and attitudes to inspire others to higher levels of performance. Leaders expect others in the school community to demonstrate integrity and exercise ethical behavior. With high stakes accountability, leaders need to interpret and implement policies for the benefit of students, staff, community and themselves and do so with integrity.

In a study conducted by S.M. Johnson on the complexity of the superintendent’s role in school district leadership, she identified three types of leadership evident in the practice of successful superintendents: “educational leadership (focus on pedagogy and learning), political leadership (securing resources, building coalitions), and managerial leadership (using structures for participation, supervision, support, and planning)” (as cited in Fullan, 2006, p. 210). For the RTI change initiative, the superintendent showed these three types of

Servant leadership is key- Educational leaders must have the interests of the children as their main concern. Hall’s use of fear to achieve results created a bigger problem within the school district rather than solving it. Listening to teachers’ difficulties and working directly with those inside individual schools will help leaders identify and solve problems, as Errol and Castarphen have done and will continue doing.

Leadership is a very difficult yet gratifying role to play in Garden City high school. Throughout the school day I feel I put in a surplus of effort in everything I do from homework to being kind, but a lot of the time I feel I am not noticed and that is what I think is the biggest challenge of being a leader; not being noticed but still going on in what you do, also whenever things go wrong the leader is the first to be blamed. So if your wanting to be a leader you're gonna have to be tough and confident.

Since August of 2015, I have had the privilege of working with an incredible leader in Andrea Williams, principal of Theresa Bunker Elementary School. She is the epitome of a well-rounded leader who exemplifies all of the qualities of a leader as described by House’s path-goal theory of leadership. Mrs. Williams works diligently each day to create a productive work environment. She is direct when she needs to be and is extremely respected by her faculty as a fair leader. As I have observed her over the past two years I have seen her leadership skills in action. I have been extremely impressed with her drive, passion, fairness, supportiveness and ability to create a positive climate and culture that makes work a

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,

The “Open Door Policy” is a case study to assist those interested in growing as educational leaders. Consistency in leadership is critical to the progress and growth of schools and educational institutions. Creek Middle School had six principals in seven years and each leader possessed a different leadership style. Some involved all stakeholders in making decisions and others worked in isolation. Consistency, collaboration, and communication are key components that drive the culture and climate of successful schools.

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.

While I attended Wichita State University for my bachelors of Social Work, I was afforded the opportunity to participate in a leadership program two consecutive years. We learned tips on strategies to become more effective leaders. Whenever I participate in activities that require me to take a leadership or supervisory role, I tend to think of what I learned in the program. The conflict that I identified as a supervisor in this activity was mainly that we had a student with erratic behavior, with firearms at home, and a mother who not only, saw nothing wrong with it, but wanted him removed from public school and is largely uncooperative with the school regarding his psych eval.

Those leaders resisted change and did not want to set organizational goals with measureable solutions. Sadly, the organization or department, in my case, did not preformed to the institutions standard and the leaders were dismissed. From personal experiences I have seen the importance of having a purpose. Leaders who have a purpose inform their organizations or educational systems about the vision for the organization or educational system. After informing them on the purpose, the leader use resources to hold individuals involved to

I strongly believe that the leadership style is most effective when tailored to the needs of your staff and school. However, in general I believe that effective leaders empower others through the use of both shared leadership as well as strategic coaching. An empowered staff full of leaders whose talents have been developed and cultivated will transform a school culture and leads to greater investment and buy-in from both staff and students. Effective leadership on a large campus such as Elsik High School necessitates this approach. Reaching over 200 teachers and 4500 students is impossible for a singular leader, therefore a focus on developing the leadership abilities in both staff and students and empowering them to assume leadership