Standards For Educational Leaders : A Reflection

Dr. David Bolton has had an interesting spring, to say the least. He has served in the capacity of the Assistant Superintendent of Elementary Education in Central Bucks for two years. At the end of Dr. Bolton’s second year, the retiring Superintendent planned to retire officially on May 30, 2016 but in a series of events involving new School Board members, he was asked to clean out his office on Monday, May 9, 2016. The Assistant Superintendent of Secondary Education also retired early in March of 2016, leaving Dr. Bolton currently with the title of Substitute Superintendent until a new Superintendent begins on June 6, 2016. Dr. Bolton has been completing tasks since March as Elementary and Secondary Assistant Superintendents and Substitute Superintendent all at once. My original interview was scheduled with the outgoing superintendent during the week of his departure. In light of this complication, Dr. Bolton was gracious enough to answer my questions in an email but I was unable to interview him in person or on the phone due to his busy schedule.

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

A vital individual when it comes to initiating change is the person willing to take action in order to construct something different. A person willing to own the outcome and lead the change is the critical element in producing change. Without the leader of change stepping up and accepting responsibility, all others have is an awareness of the problems that exist, therefore, change doesn’t transpire. There are countless people who are constantly eager to share all of the items which they believe need to change, with anyone who will listen. There are far fewer who are willing to step up and lead that change. Teacher leaders have the vision to generate change in their schools, and are a vital asset to change. Catalytic leaders are needed throughout schools in order to make change happen. Leaders with an expertise in the area of change are authentic, initiative, and influential.

My initial thoughts about Mr. Allen were that he focused on the needs of the community and staff and looked at issues that were larger than the classroom with the theme “Unity in the Community”. Mr. Allen used a well-thought-out process/structure to help all members of the community accept and participate in the school’s change. In this case study, using his leadership approach, he was able to show steady growth toward meeting academic, school, and

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

The complexity of demands facing school leaders is a function of serving many constituencies and stakeholders, each having a variety of needs. Navigating complex educational contexts presents significant opportunities and challenges for school principals. The purpose of this study is establishing developing leaders with the abilities as transformational leaders, and tapping into principal efficacy as insightful elements of leadership development. Researchers question how Canada’s Outstanding Principal’s (COP) program strengthens the relationship between transformational leadership and principal efficacy.

H1: There was a relationship between school administrators with transformational leadership style as measured by the Multifactor Leadership Questionnaire Form 5X (MLQ5X) and school special education teachers’ individual tenure in Southwest Florida.

The ability to gauge one’s situation and create strategies for progress and change is a leadership skill that superintendents will use their school district as they tackle difficult issues. In their book Artistry, Choice, and Leadership – Reframing Organizations, Bolman and Deal (2003) claim that the purpose of applying the four organizational frames to work within the system is for “gaining clarity, generating new options, and finding strategies that work”. School districts are complex because they are made up of people and people are complex. The ability to see situations from many angles and perspectives will allow for options when creating solutions, it will also provide insight when attempting to move people in your school

Principals are catalyst of change and to be on board supporting the state’s effort to implement the new Common core state standards matters in helping teachers become better educators than they were yesterday. It maybe challenging not to think about accountabilities, technicalities and funding because your goal is to keep a school performing and students feeling successful. You are going to initiate change, because your leadership behaviors are significantly related to teachers’ efficacy (Protheroe, 2008). Be the leader that ensures open and meaningful dialogue with the teachers in your school and provide unwavering support to them. You may not closely work with students anymore, but the duty appointed to you is indirectly affects students. Your passion radiated to teachers’ passion will translate into students’ love for learning which emerges as an important component in successful implementation of the standards (August, Artzi & Barr, 2016).

The effective district leader is knowledgeable about management, operation, evaluation, and monitoring of the school district to ensure all students experience academic success. In addition to, qualified teachers in a safe student centered environment deliver ensuring high quality instruction.

by Andrea Mae Rollins A dissertation submitted to the faculty of San Diego State University In partial fulfillment of the requirements for the degree Doctor of Educational Leadership June 28, 2011

According to Aryee, Walumbwa, Zhou, and Hartnell (2012), use of transformational leadership is linked to successful performance outcomes. Leaders at Children’s Home Society of Florida raise awareness of the safety, permanency, and well-being indicators connected to the data required. Staff is offered the opportunity to do the collective good by children that influences their desire to address the needs and transcend agency goals into their own goals for all their children (Tafvelin, Hyvonen, & Westerberg, 2014). The leadership models the importance of these items and participates in obtaining them and works with the staff on how to creatively address critical needs. Morality becomes a function of everyday inclusion. There is further

Researchers and educators have identified school climate as an important factor in improving student achievement. Schools that foster high-quality relationships among students and teachers feel safe and secure. If a student feels that a teacher does not care about him or her, this perception will impact the student’s behavior in the classroom.

According to Sorenson, Goldsmith, Mendez and Maxwell (2011), visionary school leaders should know how to integrate curriculum and instruction to promote student achievement. These leaders must ensure that there is integration between the Curriculum, Instruction and Assessment. Lunenburg & Irby provide a roadmap for effective school leaders to address this responsibility. Discuss the roadmap provided by these authors. How will this roadmap empower leaders to serve as VISIONARY INSTRUCTIONAL LEADERS? What will these leaders need to KNOW and be able to DO?

Correspondence concerning this dissertation should be addressed to Katrina Guillory, Department of Educational Leadership, Lamar University, Beaumont, TX 77710. Email: kguillory4@my.lamar.edu