Servant Leadership Model

Within education, professional learners often rely on the leader to provide a framework and establish an environment conducive to a high level of intensity. Teachers within professional learning communities rely on leaders to help plan timetables, provide additional resources, and locate expert connections to support professional learning. It is in these way that servant-leaders are serving individual teachers and groups of teacher ongoing. One can also assume that through professional learning, servant-leaders in education will be equally concerned with serving students. Robinson (2011) confirms that through leading professional learning, student achievement will be significantly impacted (p.8-9). Further demonstrating that a servant-leader

High impact professional learning is a collaborative group of individuals working to improve practice and more specific to education, to improve student achievement. Servant-leaders understand that in order for individuals to be successful they must develop into their best selves. Once this is in progress only then can individuals share themselves as a resource for others. Fullan (2014) describes the benefits of leaders that invest in “human capital” and acknowledges this as one dimension of the leader’s role within the organization (p.70). He goes on to make clear positive connections between human capital and high impact professional learning. Servant-leaders embed the practices of self-reflection and continuous personal growth cycles into the whole of the group which will inevitably lead to developing a high degree of human capital and consequently successful professional

Darling-Hammond (2009) agree that prosperous professional development, one that leads to student achievement and success in the organization itself is reliant on authentic collaboration practices in an active professional learning community (p.11). They go on to conclude that as a result of school communities providing teachers with opportunities and time to develop strong working relationships, more sharing and consistency among educators and problems solving efforts will be observed (p.11). Greenleaf theory advances that a strong sense of community can only come from intended actions of the servant-leader (1970,