Vision Of Education For Educational Leaders

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

My educational leadership philosophy is founded on respect. Respect must be given and received mutually. From teacher to students, to custodial staff, each person has their own story, fights, successes, and talents. Working together as a team to promote self and community advantages will enhance not only the school, but in turn will affect the world.

One will examine the underlying philosophies, theories and principles that shape their professional beliefs about children’s learning (Brown, et al., 2012; Waniganayake et al., 2012; Duignan, 2006). For any obstacles they may encounter, through the contingency theory, an educational leader will work with the appropriate style of leadership most suitable in that circumstance (Rodd, 2006), and respond to various situations in times of change by critically reflecting on the purposes they see for their setting and the goals they are aiming to achieve with children and families. Understanding from the transformational theory, an educational leader will be inspiring others with visions that can enable the team to be directed and motivated toward creating ‘a culture of learning and professional growth’ (Duignan, 2006; Waniganayake et al., 2012; Sinclair, 2007; Rodd, 2006; Siraj-Blatchford and Manni, 2006; ACECQA, 2013). Moreover, distributed leadership approach, which falls under the transformational theory, is seen in the educational leader as they work collaboratively with others towards the same vision (Rodd, 2006). For instance, taken from ACEQA (2013), the educational leader would examine routines with each of the room leaders, and how to make them more effective for children’s learning experiences. Here, the educational leader is not only guiding staff along, but also problem-solving

 To promote a positive ethos in the school through encouraging a shared understanding of the values which underpin our school ethos

As mentioned in my post, our school does not have its’ own vision statement rather there is one vision representative of the district. I certainly agree that it is beneficial for teachers to highlight how the school is striving to achieve its’ vision and it is essential to provide indicators of those goals for each grade or department level. For a vision to be achieved, constituents need to understand what actions they should perform to help the community achieve it. Additionally, I noticed both of our visions focused on, “... helping students to become productive members of society…”. The vision of my district is as follows: “The Scotch Plains-Fanwood School District educates and empowers our community of individual learners to be successful citizens of the world.” Both visions emphasize students becoming an integral part of society. I was curious: How does your school prepare students to participate in society through lessons or school initiatives? Following your inquiry into the company and school’s visions, how do you foresee the district designing class experiences to achieve its’

The primary reason that I desire to become an educational leader is because I want to make a positive impact on the lives of students and teachers. I feel that it is very easy to lose sight of the goal of education, to provide students with the skills they need to be successful in their lives. This goal often becomes overshadowed with all of the other demands that are placed on teachers, students, and administrators. I want to be innovative in finding ways to work smarter instead of harder to relieve some of the stresses that are felt by the school’s students, teachers, and other faculty

|implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. (ISLLC 2008: 1: ELCC 1) |

As a leader I envision my school as one where students and teachers come to a place they enjoy entering each day. All share the focus of the school, the belief that all students can become high achievers. Staff is centered on student achievement; no matter what academic level that all students face coming into the classroom. All staff will understand that all children are teachable, even those with learning issues.

Background After years of working in different types of careers with many different populations. The population that intrigued me the most was the at risk adolescent population. Even when trying different routes to different careers to become efficacious this desire to help the school aged and adolescent population kept reminding me of the purpose for my life. Although, I have taken a different educational fields to Educational Leadership I still feel that my background qualifies me for the Doctorate Educational Leadership program. I started at Lonestar Community College (2009), where I was able to work as a part time student mentor.

The vision was not created in isolation by key players within the school but it was a shared vision created by all staff members. So many times educational leaders create school vision’s in isolation and then try to sell their vision to school stakeholders and it doesn’t work well. By creating the shared vision it gave each faculty member a voice in the process. The members of the staff have a sense of ownership to this vision and are more likely to believe it and live it and help sell it to the students. The community stakeholders also share in this vision because they had a voice in the process of selecting a vision for the school as well. Each school is different in student make up, staff members, school leaders, community partners and a pleather of other features but each schools vision must be learning centered with the 21st century workforce as a driving factor in its

Their vision statement is to prepare all students to meet the academic, creative, and social challenges and responsibilities of our society. Their mission statement is to provide the students with learning environments that are safe and conducive to learning, and to embrace school and community partnership. The core values and beliefs of the school is that every individual is entitled to an emotionally and physically safe and respectful learning environment. Schools that stimulate progress will produce students who will become great critical thinkers and problem

This will continue to support my organizations goal of supporting every learner into being college and workforce thriving members of their communities. I would also like to develop myself as an effective leader to have the knowledge and skills available when professional growth opportunities arrive within my organization. Positioning myself as a leader will allow me to develop and implement policies and practices that would support the mission and vision of

I am seeking admission to Concordia University-Chicago’s Educational Leadership Doctoral program. Currently I am an Instructional Leader with the Rockford Public School District. I would like to pursue a Doctorate degree in Educational Leadership to further my knowledge of the required leadership traits, essential skills and educational systems, practices and laws so that I may ultimately become a contributing member of a school district’s administrative cabinet.

Create a personal, professional mission statement summarizing philosophy, knowledge and skills of instructional supervision from which to guide future leadership actions.

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.