The Importance Of Leadership In Education

Through introspection and from experiences and observations of past and current administrators as well as the readings from the courses I have taken in the Leadership Program, my leadership philosophy has evolved and it conveys the core values and beliefs that I think form the foundation for an effective educational leader. The foundational tenets for my leadership philosophy include: a visionary leader that sees the big picture and sets clear, specific goals by developing a shared vision that depicts the school’s values through open communication among all stakeholders; building a purposeful community through shared leadership and working collectively as a team by facilitating PLCs in addition to empowering all stakeholders to have a sense

The hallmark of my leadership is that it is not only defined by and confined to what I do in Kohler High School, but also by the impact I’ve had upon the other pillar institution in my life: North Shore Academy of Gymnastics.

Many educational facilities recognise the value of effective leadership in a scholastic environment, and subsequently adopt and endorse a range of theories as an effective means of providing additional support and influence for both staff and students, and further to work towards achieving common goals (Reeves, 2006). A comprehensive leadership program is a critical part of any educational structure, where the motivation, inspiration and influence of staff are the central focus (Reeves, 2006). It is developed with support from both the community and school administrators, with the ideals of implementing processes that will result in the educational benefits of students on many levels. Successful school leaders possess a range of personal,

NEW Leadership is envisioned as a yearlong educational experience. The WSU National Education for Women (NEW) Leadership Summer Institute strives to educate and empower young women to be efficacious leaders. A crucial component of the NEW Leadership curriculum is based on the philosophy that leadership is best learned by taking action.

(Democracy) The United States proud name is rooted on freedom. Even though voters can set trends it does not guarantee a great leaders will be produced on a consistent basis, as each leader is faced with different challenges and struggles during their term such as war, depression, foreign relations,

Effective school leaders can influence student achievement; however, they cannot do it alone. They should enlist the support and commitment of a leadership team who can help facilitate and guide improvement of instruction and learning. For this reason, they must demonstrate instructional leadership qualities. Being an instructional leader begins with adopting a shared vision, building trusting relationships, and providing leadership opportunities. Additionally, successful instructional leaders understand that there is a relationship between academic standards, effective instruction, and student performance.

Leadership is one aspect of myself that I would like to further explore. I am a good leader when I am in a familiar surrounding and with familiar people and through this institute I am hoping that I can expand my skills and knowledge in leadership. The mentors I encounter in my life are the definition of what a leader should be like. Because of them, my leadership styles are formed. Since I am limited to just seeing the role of leaders in my high school and my community, this program would be a great way for me to see other leadership styles in different settings. I believe this institute will be very valuable as I approach my senior year and my future endeavours. Now that I will be a senior, I will be the “leaders” in our school. Underclassmen

The penultimate course I took for the completion of the Educational Leadership program, Leadership Theory allowed me to explore the principles of personality and how it would relate to leadership situations. The key artifact for this subject had me reflect on my attitudes after completing the following surveys: the Principal's Leadership Style Survey, the Myers Briggs Type Indicator, the Teacher's Occupational Preference Inventory, the Principal's Influence Questionnaire, the Change Approach Inventory, and the Principal's Interpersonal Confidence Index. In this section, I will reflect on the Myers Briggs Type Indicator (MBTI) Questionnaire and on the Principal’s Leadership Style Survey. I will share my reflections on what the results may

The retirement of the Baby Boomer generation is creating issues in many industries and the world of higher education is no exception. One of the leading problems in higher education in the current era and likely to increase as the twenty-first century progresses is a lack of effective and experienced leaders as current leaders retire and as newer potential leaders have been pressed into other jobs in other areas due to a lack of available positions (Fullan & Scott, 2009). this means that effective systems for identifying leaders have not truly been developed and are not being effectively utilized, either, and thus universities and other educational institutions are at a complete loss when it comes to filling leadership gaps that are increasing in severity and longevity (Fullan & Scott, 2009). At many institutions, this exacerbates other leadership and administration issues that find their cause both in internal problems and in broader issues in the academic and economic spheres (Appadurai, 2009; Fullan & Scott, 2009).

“Let the light within you to shine brighter than the light shining on you.”- Dabo Swinney

In their text, Liberman and Miller (2004) addressed the constructs of teacher leadership in three themes from prior research: individual teacher leader roles and organizational realities, learning in practice, and teacher leadership and reshaping school culture. Some of the research studies corresponded with many of my experiences as an emerging music teacher and leader at a tough school placement. In the cultivation of teacher leadership roles, it is important that a teacher is able to build trust and rapport among administration and fellow colleagues, making organizational diagnosis, using using resources effectively, and ultimately have support to alter school culture for the better and to help establish teacher identity (Miles, Saxl, & Liberman, 1988; Smylie & Denny, 1990; Wasley, 1991). In my first two years, I felt very confident in my abilities to develop my skills by way of the veteran teachers at my school who led by example through classroom management skills and showing me better ways to make my lessons more relevant to my students. I remember my mentor teacher pulling me aside and stating that I must expose my students to music that wasn 't always written by dead people; start with what they know and go from there! When I started making such changes in my instructional approaches, it helped establish connections and collaborations with my fellow teachers and invested students; thus influencing aspects of my leadership style. Much of which echoed Miller and

Movies identified to the topic of leadership serve as a fundamental learning tool. When conducting this leadership project the following movies were used: Patch Adams, A Few Good Men, The Lion King, and The Social Network. After watching the movies each one was thoroughly analyzed on the type of leadership style portrayed in the film. Many movies contain characters that exhibit leadership qualities or circumstances that provide insights and can help you explore some excellent examples of leadership.

Throughout the month of October, I was presented with the opportunity to learn about Richmond County Schools during our cohort synergy sessions and the required switch school residency placement. This experience expanded my administrative horizon and opened my eyes to a different educational model in our neighboring county. Along with the broadened LEA perspective, I also gained a valuable experience at Monroe Avenue Elementary School in the areas of curriculum, professional learning communities, and instructional practices.

When creating the “big picture”, the leader will be able to bring the organization onboard with using their soft skills. Leaders need soft skills and create followers.

The concept and 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.