The Positive And Negative Roles Of Leadership In High School

A1. Leadership Style Upon conducting research, it is clear that the definition of “leadership” is not agreed upon. It is fluid, based upon many perceptions, situations, and surroundings. According to Robinson (2010), adopting a specific style of leadership is rather futile as it is, “contingent on the personal traits of the leader, the people being led, and the nature of the activity.” Tools are available to help guide potential leaders in determining a preferred style of leadership. For example, utilizing the “Leadership Self-Assessment

In completing the Principal’s Leadership Style Survey, I realized that the leadership style I thought I aligned with the most was, in fact, not the style I purported to be. This section of the paper will summarize what I have learned from the assessment, what it may mean to me as a potential leader, and what I would need to work on to ensure that I become a better leader.

Throughout my high school career I have encountered the chance to experience the position of being a leader for my peers. I have pursued leadership skills by being an officer in HOSA for three years, leading community service events for NHS, and taking charge on running school events in Key Club. I have obtained valuable leadership skills throughout my high school career, and encouraged the club members to take charge and develop leadership skills to help them in the future.

Every person who enters the field of education has both the opportunity and an obligation to be a leader (Dufour, Marzano, 2011). Leadership defined by Owen (2002) is, “A journey of discovery. It is the expression of a person at his or her best whose aim is to transform something for the better and to develop this potential in others. It is not a solitary pursuit but one that harnesses the energy of those around you. Leadership is a process in which leaders and followers engage to achieve mutual goals. Prentice (2004) defines leadership as the accomplishment of a goal through the direction of human assistants. A great leader is one who can do so day after day, and year after year, in a wide variety of circumstances.

Turk, C. P III. (2001) ‘A study of the leadership qualities, behaviours, and characteristics of Principals from California’s distinguished and underperforming high schools’, Ed.D., University of La Verne.

Currently, I am not an employee of any learning organization, school district or educational system. However, I am involved and Chair the School Advisory Council (SAC) of Greenland Pines Elementary. This opportunity granted me a unique opportunity to observe the management of two different principals with their individual leadership styles. Furthermore, I contrasted my business practices from my own company and military service to coincide with this case study. The purpose of this paper is a comprehensive written outlining the processes presented by the educational leadership at Greenland Pines Elementary. With this in mind, we need to understand the concept of educational leadership.

A successful principal is going to learn to combine their roles as managers and leaders and understand the importance of both roles. I think many administrators mistakenly view themselves as leaders. In my experience, some staff

Throughout my years of experience in education, the most powerful moments are when students draw parallels of theories with practices. Therefore, having the opportunity to analyze various leadership theories, along with the information that I have learned in Dr. McGhee’s “Leadership Theory and Practice” class, has led to a memorable and invaluable experience. Moreover, I found the leadership analysis report from the interview with the exemplary leader significantly thrilling because it allowed me to apply all knowledge I gathered during this course and make real world connections. I considered Mrs. Magana as the person for my interview because she has made a great impact as a leader here in Fort Worth Independent School District (FWISD). Mrs. Magana’s greatest assets are the colleagues that she leads. As a leader she would be the first to say that without a dedicated and committed team who enthusiastically choose to follow, the team can accomplish little. She also says that the best investment is the time spent with her team members, learning about each team member 's wants, needs, values, and priorities. She uses this information to help each individual grow and prioritize his or her talents, in order to provide each individual, the opportunity to excel and advance. Knowing this about Ms. Magana inspired me to continue to learn about her leadership style even further. She has served in education for 33 years. Eleven years as a teacher, nine

After reading chapter 1 of School Leadership that Works, it is evident that leadership is considered to be vital to the successful functioning of many schools. A few aspects of schooling that have been linked to leadership are clear mission and goals, overall climate, attitude of teachers, classroom practices of teachers, organization of curriculum and instructions, and students' opportunity to learn. “Students in effective schools as opposed to ineffective schools have a 44 percent difference in their expected passing rate on a test that has a typical passing rate of 50 percent.” (Marzano 3) Because leadership is perceived to be important to the successful performance of schools, no wonder that an effective principal is thought as a necessary

Similar to other leadership settings, educational leadership has a reliance on individual traits such as respect, trustworthiness, and fairness. Similarly, skills are essential since they determine the effectiveness of headship. Cooperation of staff members requires leaders to have strong awareness and understanding of their complex organizational environment. Concurrently, choice of management style is essential while focusing on maximum effectiveness of educational leadership. Lastly, as postulated, educational leadership is a great influencer towards students

In her week 7 lecture, Sister Patricia discusses the various leadership styles and identifies pros and cons of each. But the most significant idea for new principals is to identify where the staff is in their professional development, and move forward from there. Principals will be more effective if they start where the staff is and take time to learn about the school as the new school community learns about them. Depending on the professional development of the staff, the principal may have to rely on a number of different leadership strategies and organizational

Think of a school without a principal, or a hockey team without a coach. They wouldn't have very well outcomes will they? No, they would not, and thats because of a very simple reason; they don't have the leadership that they need in order to be a well rounded school or team. Having good leadership is essential in order to strive and accomplish things that are important in todays society. To me a grade 12 student at Memorial Composite High School leadership is an essential part of society. Leadership to me means order and commitment. We see leadership on an everyday bases. We see it in our teachers, our coaches and our principal; these are all people whom us as students look up to and respect.

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.

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

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,