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My Leadership Philosophy

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Response #1: What is your instruction leadership philosophy?
My philosophy begins with contemplating the myriad responsibilities that administrators supervise, delegate, and perform on a daily basis. If education were a slow-moving entity, these responsibilities would be easy to manage. The reality is that education is a fast-moving enterprise where decisions are made and judged in the moment. There is hardly ever the luxury of time, and once decisions are made, the consequences, for better or worse, are quickly witnessed by other administrators, teachers, and stakeholders. It is within this paradigm that a cornerstone of my philosophy becomes apparent: the need for genuine and trusting relationships. Often, the success of leaders rests firmly …show more content…

Too often, leaders fall short in one of these two actions; my philosophy insists that one without the other will lead to stunted and, possibly, lost opportunities. Leaders who lack this skill are often full of good intentions (and information), but they are not able to transfer it into an arena where the information can be used for good. If there is a great idea, but it doesn’t line up with the values of the school’s community and stakeholders, leaders will be hard-pressed to see the idea come to fruition. This forced process will likely alienate leaders from their stakeholders, making future proposals that much more …show more content…

If this first step is not taken with stakeholders, be it with teachers, parents, or community members, administrators will lack the ethos needed for effective communication and collaboration. It is through this initial (and on-going) investment in a school’s community that good administrators become great administrators and good schools become great schools. Administrators also need to insist on a culture of high pedagogical standards. Students will have a limited chance for academic success if they are not taught by conscientious, vetted, and committed teachers. Administrators, therefore, need to have a professional development system that identifies and develops the characteristics of good teaching. This system identifies best practices, showcasing the tangible and measurable characteristics that teachers are then cognizant of and willing to incorporate into successful lesson

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The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.

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2). There has been a shift in what effective leadership looks like over the years. The role of a principal has transitioned from a hierarchical system, in which the principal is the educational expert, to a shared instructional leadership role that encourages collaboration between the administration and teachers as well as between teachers and their colleagues (Marks & Printy, 2003). “Shared instructional leadership involves the active collaboration of principal and teachers on curriculum, instruction, and assessment,” (Marks & Printy, 2003, p. 371). With this approach, the responsibility for curriculum development as well as professional development and supervision of classroom instruction is shared, fundamentally changing structure and culture within the school.

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I can relate to the authors situations of working under principals that have different styles of leading the school. I have worked under four different principals and each had different leadership styles. I agree with the authors’ views on trust issues, student achievement and the school’s reputation changing due to the leader of the school setting the tone for the environment of the school. When I worked under a principal that was laid back and unconcerned, I witness colleagues that I know were hard worker become laid back and unconcerned.

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The first element of Standard 2 calls for educational leaders to nurture and sustain a culture of collaboration, trust, learning, and high expectations. My graduate courses have taught me that effective principals will make the deliberate decision to focus their time on creating such a culture, because this kind of culture is at the heart of any kind of noteworthy improvement and growth. For example, as a future administrator, I will want to empower the teachers and instill in them a sense of value and confidence – whether it be as they prepare for achievement testing, participate in professional learning communities or dialogue, or conduct action research. By asking for and valuing the teachers’ suggestions and allowing them latitude to try out new approaches, they will be comfortable to take risks and in the long run the school will experience continuous

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When teachers can work closely with their administration, it helps to create a cohesive environment for all that work there. EDUC 502 Foundations and Psychology of Educational Leadership gave me a new insight into the field of administration and their workings. I learned the perspective of administration and working collaboratively with them to improve students’ learning. During this course I learned how to seek and build partnerships with the community which is a huge portion of goal 5. I was introduced to fundamental principles within administrative theories, including organizational, leadership, content, change, and process theories.

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In order to transform a school from good to great, you must have an amazing leader. The leader must ensure that s/he follows the universal laws on how to achieve sustainable great results. ISLLC Standard 5 states that, the leader should promote the success of all students by acting with integrity, fairness, and in an ethical manner, in this case the leader (at the district level) needs to be a responsible leader that engages in professional practice through disciplined thought, disciplined people, disciplined action, and building greatness to last. The district level leader must continuously promote positive change. As the district leader, s/he must ensure that the schools, principals, teachers, and the community is also being open to diversity

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This is the reason there is a need for ongoing professional development for Instructional Leaders (The National Education Association, 2008). The brief lists the principal standards for effective practice, including the standard to ensure management of the organization, operations and resources for a safe, efficient and effective learning environment (The National Education Association, 2008). Teachers seek out schools where they feel supported, have a voice and are recognized for their efforts (The National Education Association, 2008). Principals that cannot offer this environment, by managing the organization and operations of the facility, will be unable to maintain productive and efficient staff

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Evidence of Bryant’s tremendous work ethic and capacity include his rapid mastery of the WA mandated Teacher Principal Evaluation project. In addition to his day-to-day administrative oversight duties, Bryant evaluates 30 teachers each year. Teacher survey feedback has shown that he has a strong understanding of the Marzano framework and that his advice and guidance has helped advance the professional practice of the staff. In order to manage a school of 1500 students and over 40 staff, one has to track and stay on top of a myriad of tasks and responsibilities. Bryant uses his strong technical and organizational skills and “whatever it takes” attitude to provide the leadership to keep the school and staff moving forward and focused on getting better each

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Doctors Joseph and Jo Blase, a husband and wife duo who both teach educational leadership at the University of Georgia, author the book Handbook of Instructional Leadership: How Really Good Principals Promote Teaching and Learning; thereby, adding to an already expansive collection of scholarly articles coauthored by them on the subject of educational leadership. In this book, the Blases accomplish two tasks: outlining how principals should apply instructional leadership skills while performing their job, and how principals should maintain positive relationships with their teachers while still effectively leading. To accomplish these tasks, the authors divide up the book into brief chapters that each deal with either an attribute of instructional

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Throughout the semester, I have learned about the principles of leadership, and how I can apply each one into my future in the health field. The first principle is Model the Way. My understanding of this principle is that in order to be a leader, one must demonstrate the path to go on, in order to be successful. The commitments of this principle are to clarify values and set an example. I believe that one must be able to set an example so that those following will know what to expect.

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Leadership From a Principal’s Perspective “We were in business to do what was best for the students, and in turn, doing what was best for students might not have been best for me, my teachers, or anyone else, but it was the best for them. It those were the sacrifices that it took to get the students through the journey of high school and to successfully reach their final destination of graduation, it made it all worth it,” said Mr. Auker as he expressed his unconditional passion with slight smile, and though it may have been a slight smile, it truly displayed his motivation and care in significant ways that cannot be explained. From the beginning, I detected Mr. Auker’s intense love for doing what he was heartfelt about, which was leading his school down an educational path to success as a proud principal. All in all, Mr. Auker has been involved within a school corporation for forty-five years total and has a substantial history of being a principal at a number of schools big and small. From those numerous schools, Mr. Auker found his “drive and ambition” to become that dignified principal he never exactly knew he wanted to

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1348 Words | 6 Pages

V. Where my philosophy of leadership derives

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Leadership plays a vital role in the success of the school systems and the development of society. As society becomes more complex, so does the leadership that is required to govern it (Balyer, 2012 cited Fullan, 2001). Leadership in its sophistication is said to be transformational. As such, transformational leadership has been of growing interest to many scholars and theorists over the years. The focus of transformational leadership in the school system has resulted in the development of many turn-around schools, as well as, increased leadership performances of school principals.

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Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.

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Leadership is a construct that stretches across every aspect of life. Within the educational system, the majority of decisions about schools are made by upper administration at both the state and district level. High-stakes testing, unfunded educational mandates, and tight budgets have been guiding administrators to make extensive, critical, and impactful decisions in districts, at times, without input from essential stakeholders such as teachers. McCombs and Miller (2009) described results in the following way, “what began as an effort to create a culture of achievement for all has resulted instead in a culture in which achievement has been subverted, leaving teacher and school leaders weary and demoralized” (p. 13). This type of culture

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