Educational Leadership Philosophy

Leaders don’t create followers, they create more leaders. This quote by Tom Peters best summarizes my philosophy of teacher leadership. As a teacher leader, it is up to me to inspire, direct, and encourage others so that stronger teacher, administrative, and student leaders may be born from the process. Teacher leadership involves collaboration between teachers, administrators, and teacher leaders with the goal of positively impacting the student learning environment. With student learning as the ultimate objective, teacher leadership “becomes an indispensable avenue for school improvement” (Coggins & McGovern, 2014, p. 21). So how do I as a teacher leader begin this process? I believe that teacher leadership can be achieved through three means: modeling, mentoring, and collaborating.

If the world was a piece of sheet music, I would be the time signature. I would be the source of consistency to bring an entire population of people become of one accord. I make a difference on my team and in my community by being the pulse of the environment I'm in. This impact is embodied in my love for building and teaching.

The case for the application and usefulness of critical race theory in school leadership has been examined at both the K-12 practice of school leadership (Aleman, 2009; Brown, 2005; Gooden, 2002; Parker & Villapando, 2007; Stovall, 2004) and the higher education preparation administration programs (Agosto, Karanxha, & Bellara 2014; Gooden & Dantley, 2012; Lopez, 2003) that funnel future school leaders emerged during the 2000’s (Khalifa, Dunbar, and Douglas, 2013). According to Stovall (2004) the application of a CRT perspective to school leadership incorporates a “race-praxis” that enables school leaders to unpack and address issues of race and racism. Parker and Villapando (2007) add that CRT can provide school leaders with the “valuable lens with which

I take a great deal of pride in guiding students to work together to improve themselves and their community. It is my ultimate goal to leave everyone satisfied with their roles and the results that we achieved together. Focusing on critical aspects of humanism by using empathy, I encourage my fellow students to use their voice and take action. However, this does not make me the perfect leader—there’s no such thing. The best a leader can do is improve. I want to go to college because it offers people an extraordinary opportunity to build deep relationships with people from different types of background and origins, while also encouraging the development of a person as a whole to become better leaders who are dedicated to serving.

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.

During the 2013-2014 school year, 63% of students were two or more years below grade level in ELA. These students demonstrated the need for additional support in reading comprehension in order to effectively analyze data. In addition, 17% of students had at least three of the following risks factors: 1) two or more years over age for grade level, 2) chronically absent, 3) two or more years partially proficient in ELA. In obtaining the school’s instructional goals, the most compelling achievement gaps are found in male students who are Black and have disabilities. The purpose of this

As I look through my personal believes in order to explain my desire to be a future administrator, I became with the conclusion that I have a heart of serving. A good school administrator has to be more than an administrator, a leader or even more, a servant of a vision. A Leader, has to be the advocacy for many students and other colleges, and I want to be an advocate for them. As a fourth grade teacher who is directly involved in the academic development and growth of young children, I have become acutely aware of the ideal type of learning environment that should be provided to both students and teachers in the school setting. In adopting a broad perspective of the school situation, which takes into account

Administrators can reinforce effective practices and procedures that embrace diversity and support differentiated instructional techniques, which address all types of learners and ability levels (Riehl, 2000). All in all, educational leaders can help identify and prioritize shared goals, acquire and distribute necessary resources, and support the implementation of strategies to improve student learning and

I believe that a community educational leader I am responsible for providing all children with positive learning experiences, healthy diets and adequate care. I strive to model respect, dedication and care for children and families that I meet. Children have the right to have their needs met and receive the proper care and attention they seek.

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, and the Principal's Interpersonal Confidence Index. In this section, I will reflect on the Myers Briggs Type Indicator (MBTI) Questionnaire and on the Principal’s Leadership Style Survey. I will share my reflections on what the results may

In a well-researched and scholarly book, Doctors Joesph and Jo Blase accomplish two tasks: outlining how principals should apply instructional leadership skills while performing their jobs, and describing how principals should maintain positive relationships with their teachers while still effectively leading. As well published, credentialed authors in the field of educational leadership, the both of the Blases serve as credible sources on the topic. To accomplish their desired tasks, the authors divide the book into brief chapters that each explain either an attribute of instructional leadership or a method for maintaining positive principal-teacher relations. According to the authors themselves, the book’s shows “what successful instructional leaders do to enhance teaching and learning and the effects that their behaviors have on teachers’ performance and well-being” (xiii). Through the authors’ careful organization of research, use of primary sources, and use of secondary sources, the book accomplishes this goal.

The purpose of this paper is to outline authentic learning in a Catholic school context and to put forward leadership approaches that school leaders can employ to help build a teacher’s capacity to provide authentic learning experiences in their classroom. The moral dimension of leadership in this context will be explored as will a transformational leadership style, which can bring teachers together to achieve a common vision for learning. A further key to leading authentic learning is that of leaders having a strong level of educational knowledge, where teachers are confident that their leaders can support them with curriculum and pedagogy.

Educational leadership is the hot topic in most school districts today. The leaders of our school systems are breeding tomorrow 's leaders, empowering students and teachers through academic success. Administrators, principals, and school leaders, both formal and informal are under an amassed amount of pressure, they must manage the education process holistically assuring that it is legal and effective in every way. My purpose for seeking a master 's degree in Educational leadership is to develop the theory and research necessary to empower teachers and students in urban areas. I understand that schools who aim for excellence, share a common goal throughout the entire school, and has a vision will achieve higher than any school without a clear vision. I know that success is dependent on teacher quality and student achievement.

The focus of this assignment is authentic learning, but more specifically, authentic learning within a Catholic school context. This assignment will put forward leadership approaches that school leaders can employ to help build teachers’ capacities to provide authentic learning experiences in their classrooms. Futhermore, the moral dimension of leadership in this context will be explored as will a transformational leadership style, which can bring teachers together to achieve a common vision for learning.

Researchers who have examined education leadership agree that effective principals are responsible for establishing a school-wide vision of commitment to high standards and the success of all students. As previously mentioned, principals, up until now, were seen as nothing more than building managers, but career success in a global economy depends on a strong education. In a school, that building towards career success starts with the principal spelling out “high standards and rigorous learning goals,” Vanderbilt University researchers asserted with underlined emphasis. Specifically, they say, “The research literature over the last quarter century has consistently supported the notion that having high expectations for all, including clear and public standards, is one key to closing the achievement gap between the advantaged and fewer advantaged students and for raising the overall achievement of all students.” During the development phase of CCSSI, this was the primary goal. Therefore, developing a shared vision around standards, and success for all students is an essential element of school leadership. In what way can this be done? Using Kotter’s 8-Step will demonstrate how to implement a shared vision: