Educational Leadership Essays

An analysis of research on educational leadership acknowledges the importance of the principal in the elementary and secondary school setting. As a leader, the principal’s role has developed from one of a managerial position to one of an instructional leader who also manages. Cheney and Davis (2011) note that “The old job of principal as administrative building manager is no longer sufficient to dramatically improve student achievement. The job has evolved into a highly complex and demanding position

last seven years, I have been fortunate to increase my potential as a leader through the positions I have held, the professional development opportunities I have been afforded and, most of all, the opportunity I have had to be part of the Educational Leadership Doctoral program at the University of Delaware. I joined the ACCESS (Adapting Curriculum and Classroom Environments for Student Success) Project at the University of Delaware's Center for Disabilities Studies in the fall of 2011 as an instructional

Educational Leader Interview The interview on educational leadership was with a principal of a high school, Nancy Johnson, who is in charge of about two hundred students. Out of the two hundred students, about sixty-eight percent of the students are Caucasian, thirty-five are economically disadvantaged, twenty-seven percent are Native Americans, and four percent have disabilities. Due to the high percentage of economically disadvantaged students, the district also receives federal funds to aide

people and must therefore depend on them in numerous ways to achieve their personal and organizational goals. Assuming that I was a new community college president, the first day on the job I’d offer the following belief: “I believe that educational leadership should be based on the principles of trust. Honesty is expected from me and my superiors; above all, we are worthy of trust. When principles of trust require amendments, I will defend my beliefs and will not forfeit my belief standards for

The California Standards for Educational Leaders (CPSELS) align the most closely with my own beliefs and opinions of what it means to have “great school leadership”. It is inherent within their standards that they have a strong commitment to cultural diversity and the use of technology as a powerful tool (CPSELS 2008). As a school administrator, I will strive to be an educational leader that promotes the success of all students, and I believe that this can be achieved by supporting and implementing

The capacity and implementation of various educational leadership styles has been critical to the organizational and instructional makeup of educational institutions since their inception. Various types of leadership have developed over the past 60 years and unique trends have emerged in the pursuit of creating and implementing changes in process and philosophy; specifically, improving teacher collaboration. Leadership styles frequently identified as charismatic, transactional, transformational,

Intro Many people in present day are trying to understand the concept and practice of leadership. The concept of leadership is equivalent to ensure the influence in school and manage the change and organizational structure. There has been the gigantic amount of literature lately about the school leadership. However, many people still misunderstand the concept of leadership. In order to learn the concept of leadership, people required to do more than reading just some literatures or fantasizing about

challenge some of my long-held beliefs of both my personality and management style. Each survey I took revealed some interesting aspects of educational leadership that I will apply when given the opportunity as an educational administrator. This section of the paper will summarize the key findings for each of the aforementioned surveys. The Principal’s Leadership Style Survey introduced me to the concept of the managerial grid. Its outcome revealed that my strongest management style was 1/9, suggesting

When referring to pages 73-74 of the Rebore (2014) text, specifically the Ethical Guidelines for the practice of Educational Leadership, I reflect on the points that highlight the positional power leaders have, and the manner in which that power is exercised. Reading Rebore’s (2014) descriptions of the various aspects of power, I was able to relate to a time in my career where I can honestly say I have encountered each and every one. As a young leader with the desire to grow in this profession, I

supervision from which to guide future leadership actions. Assessment: Students will articulate a personal theory of instructional leadership and specify a personal, professional mission statement as a guide to socially responsible, ethical leadership behavior. Mission Statement “We are all in this together. Once we know that we are, we’re all stars and we see that we’re all in this together.” (Disney High School Musical, 2006) My mission in educational leadership is to strive to do my best in facilitating

Introduction My interest and choice of educational leadership emanates from my desire to play a part in the development of effective policies in the academic sector and help in improving the appropriate strategies to deliver quality education. The need for proper leadership skills in the educational sector is a requirement that ensures effectiveness in the school environment. The same need is also vital in the delivery of successful graduates that meet the requirements of the job market, innovation

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

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

realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms. Being an Educational Leader is where I have chosen to land. Educational leadership will often bring me back to the classroom, helping teachers, coaching students and planning curriculum. A master’s degree in Educational Leadership will deliver a fresh perspective

internship activity upon completion of this course has changed my thinking of educational leaders and the process of running an effective school. I knew administrators had a great deal of responsibilities, but in order to successfully run a school, you must be incredibly versatile, have a strong skill set, and high levels of knowledge. Communication and planning are at the top of the list of important tools for educational leaders. Lack of communication and planning can easily set a school back many

Being an effective educational leader requires a complex set of knowledge, skills, and qualities. There is a temptation to think that the principal must know it all, be able to do it all, and be everything to everyone. While this is not possible, the effective educational leader must never stop acquiring knowledge; the principal must use that knowledge with a variety of skills to create the conditions for learning; and the effective educational leader must embody a diverse set of qualities so that

Educational Leadership: Palmer Lake Elementary School Introduction Palmer Lake Elementary School refers to a public elementary school located in Brooklyn Park. The school has 678 students with majority being Whites and non-Hispanics. The teachers; population is between 40 and 50 teachers: 6 speech teacher, two reading teacher, 3 gym physical, two music teachers, 28 for regular classes, one media. Accordingly, the ratio of students to teachers is approximately 15:1. Each class has varying number of

Dayton and Shoto (2006) present a case study regarding an educational leadership department at a major research university, faculty members have become disgruntled as a result of a declining organizational culture fueled by a lack of leadership from an insecure departmental chairman. The department itself had experienced a long standing positive history within the university, and was a “cash cow” due to the number of credit hours, tuition funding per faculty, and local and state service projects

with my vocation. When I look at why I changed jobs it was due to one of the leadership strengths not being met anymore. My job is more than a pay check. A career vocation needs to be meaningful, allow me to learning and create with a social element. Through the vocation of education I can meet these needs by make a difference and giving meaning back into my career for the second half of my life. As a teacher, my leadership lens has been as a situational style leader looking at my students “task” and

personal profile for educational leadership, Self Inventory is used. About 73 statements are collected and are used to demonstrate an individual’s performances according to the standards set by CSDE standards for School Leaders. ( Connecticut State Board of Education in the name of the Secretary of the State of Connecticut). This summary report is related to a survey that was conducted by me in which the result analysis was performed by the use of Connecticut Educational Leadership profile. The next