some experiences and roles to show for the leadership skills I use today at home, school, and work. I gained these skills by putting the knowledge I took from these different environments and using them. The Psychodynamic Approach summed me up well as the leader I am. According to the survey, I am an INFP meaning I am an introvert, an intuitive, a feeler, and lastly a Perceiver. My type of leader is described as, “original, values focused, and caring. They work well when they can foster the well-being
a word that might inspire or put fear into people. Leadership is challenging when it comes to dealing with change and how individuals react within the organization to the change. Marzano, McNulty, and Waters (2005) discuss two orders of change in their book School Leadership that Works; first and second. Fullan (2001) also adds to the discussion in his book Leading in a Culture of Change, with regard to understanding change. In Change Leadership, Keagan and Wagner (2006) discuss many factors of
concept and practice of leadership. The concept of leadership is equivalent to ensure the influence in school and manage the change and organizational structure. There has been the gigantic amount of literature lately about the school leadership. However, many people still misunderstand the concept of leadership. In order to learn the concept of leadership, people required to do more than reading just some literatures or fantasizing about what great the leaders should be. School leaders are those people
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. The stakeholders involved in the conversation should be the school principal, assistant principal, teachers from each grade-level, special area teachers, content area teachers, and special education teachers, instructional
Leadership Preparation Framework for University Leaders The work of Dinham, et al (2012) entitled "Breakthroughs in School Leadership Development in Australia" reports that school leadership has been "increasingly in the spotlight in Australia due to an array of changing contexts and shifts in our understanding of the roles of school leaders, teachers, and schooling. The quality of leadership and effectiveness of schools to deliver an appropriate education through quality teaching have been 'hot'
Distributed Leadership Clearly, administrators and teachers must work as a team for substantive changes in teaching and learning to occur. One theoretical construct that supports the sharing of leadership constructs among all school stakeholders is the idea of distributed leadership (Spillane, 2006). Spillane, Halverson, and Diamond (2001) in their research funded by the National Science Foundation to determine the leadership characteristics of high-performing schools, discovered that the most
practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Teachers’ leadership and collective expertise are tightly linked to student achievement. A sophisticated new study has found that schools staffed by credentialed
Leadership and how it is defined or recognised varies amongst many. The term can also be mistaken for management rather than someone who leads an organization, and in this case a school (Quality Leadership in Australian Schools, 2007). Leadership identifies two vital aspects: What style of leadership is executed and how leadership is implemented effectively. Teachers have already committed to becoming effective leaders just by choosing to be teachers themselves (Collay, 2008, p.28). So they naturally
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
Leadership opportunities abound not only in the work setting, but in churches, communities, and neighborhoods as well. By taking on community leadership roles, individuals give back to the community and gain valuable experience that will serve them well in the workplace. In my own experience, I led the Chantilly Youth Association Pee Wee Soccer program for three years. In this capacity, I created schedules, reserved fields and gyms, ordered uniforms, arranged for the training of officials, collected