Servant Leadership Model Essay

“Leaders don 't create followers, they create more leaders,” Tom Peter famously proclaimed. As the principal of Crestview Elementary, I have always taken this quote to heart by continuous striving to empower my faculty and staff. Most recently, I have decided to train my assistant principal, Kathy Robinson, who was appointed to her position this summer after ten years as a classroom teacher. I quickly recognized that she possessed many of the qualities that make great leaders. Kathy is an excellent communicator, a great problem solver, innovative, very personable, and cares about the students and staff (Sheninger, 2011). Therefore, I have decided to mentor her and hone her skills so that she will be prepared for a transition to the role of principal.

Being able to develop a culture of collaboration and high student achievement requires rigorous curriculum development at the school and district levels. Curriculum and instruction work together to enhance student learning. Curriculum revolves around what is taught in school and instruction centers around how something is taught. (Sorenson, 2011, p. 32-35) To be more specific instruction can be defined as, “the strategies, techniques, materials, media, and place where the curriculum is implemented in schools.” If instruction, or the how, of a teacher does not match up to the curriculum, or the what, then student achievement will suffer. Vertically and horizontally aligning curriculum with the instruction that is happening within the classroom and school will in the end lead to greater student achievement which will be reflected on student assessments. (Sorenson, 2011, p.

I think and every successful teacher will agree with me that promoting the success of every student is the main value of any educational professional and it is very important for a leader to demonstrate these traits. What is leadership? Some people think that it is good to be a boss and it is easy to rule any organization. Leadership is more than just to rule any organization. It is the development of a practice around a mission or vision and an ability to inspire others to do the same. There are three sets of practices make up this basic core of successful leadership practices: setting directions, developing people and redesigning the organization. Foster (1989) says, “Leadership differs from conventional administration in much the same way that education differs from training (p.10).” This speaks to results- to the why of teaching. And the value of a leader can be determined by their results. If their aim is high-quality education (an admittedly vague term), academic success, and well-being of each student then this is the standard by which they should be judged. Burns admonishes that “power and leadership are measured by the degree of

Leaders don’t create followers, they create more leaders. This quote by Tom Peters best summarizes my philosophy of teacher leadership. As a teacher leader, it is up to me to inspire, direct, and encourage others so that stronger teacher, administrative, and student leaders may be born from the process. Teacher leadership involves collaboration between teachers, administrators, and teacher leaders with the goal of positively impacting the student learning environment. With student learning as the ultimate objective, teacher leadership “becomes an indispensable avenue for school improvement” (Coggins & McGovern, 2014, p. 21). So how do I as a teacher leader begin this process? I believe that teacher leadership can be achieved through three means: modeling, mentoring, and collaborating.

Transformational and servant leadership are rooted in the study of charismatic leadership. An early conceptual model of "charismatic leadership" has been closely linked with the work of Max Weber, who described the leader as a charismatic person who exercised power through followers' identification with and belief in the leader's personality. Both transformational and servant leadership are both inspirational and moral.

In this paper, I will reflect on my new knowledge and skills that I have acquired regarding teacher leadership, supportive communication and collaboration. I will also reflect on practical application of these skills, such as assessing the needs, problems or issues, and creating the action plan to address the issues. In the end, I will define how teacher leadership can positively affect student learning and achievement.

My personal philosophy of curriculum encompasses a multitude of different curriculum beliefs and elements. My philosophy will include beliefs from both the Scholar Academic Ideology and the Social Reconstruction Ideology. My goal of education is to create students who become lifelong learners, that create the necessary changes in themselves and their communities, to better the world around them. Students should consistently develop their critical thinking skills, to promote creative solutions to intricate challenges. As can be expected, teachers and learners possess vital positions in my philosophy of curriculum.

Leaders believe people have an intrinsic value beyond tangible contributions as workers. As a result, genuine interest in the spiritual, professional and personal growth of all employees is demonstrated.

Also, throughout curriculum development the goals and aims of the curriculum need to be taken into account. Without specific goals and aims for the curriculum, the curriculum could be unfocused with no purpose identified. Within the social studies curriculum that I analyzed, I noticed societal goals for the curriculum (Posner, 2004). Societal goals are emphasized because the curriculum supports the development of knowledgeable and engaged citizens within our country. By understanding the goal of my curriculum I am better able to understand the purpose of what I am teaching, which in turn helps me to differentiate for my students while still keeping the ultimate goal in mind. I also was able to identify the further learning aims within the curriculum (Posner, 2004). By identifying this aim I was able to see how the curriculum I was teaching tied into the curriculum that the students would experience in subsequent grades. By reflecting on the further learning aims I was able to see how my teaching was a valuable piece of a bigger puzzle

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.

Many people want to attain and hold influential positions in society whether it would be in the field of science, politics, education, or in public service. However, many people tend to forget how servitude is one of the main life highways to travel in order to arrive at that successful destination called “Leadership.” Nevertheless, there was one man who knew how powerful the concept of servitude was in order to grasp the reigns of successful leadership. Socrates was a phenomenal philosopher, scholar, teacher, and servant. Socrates leadership style was unique in regards to letting students communicate among one another in an articulate theological reasoning process by questioning and probing at one’s belief system in order to

As I began this Leadership in Education course, I entered with an open mind and eagerness to learn about varying leadership styles and approaches. Over the years, I have fortunately been exposed to numerous genuine, caring, exceptional leaders in higher education. They all shared one commonality: student-centeredness. This has been my compass and guides me in my work. Through this course, I wanted to learn how I can better support students, whether directly or indirectly by leading other professionals and para-professionals in their work with students.

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

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

After scouring over the resources provided, I do not doubt how she has struggled. A large portion of her struggle is linked directly to getting teachers to participate in school-based initiatives. When reflecting on my professional life and where I see myself as a leader, I know that being authentic will not make leader “easy” but will rather help those around me to understand my plight.