University of Phoenix Blog Post, Part Four
- Identify what leadership theory most closely matches your leadership style. Explain why.
- Explain how that style could benefit your school.
The leadership theory that most closely
matches my leadership style is Transformational Leadership. Transformational
Leadership focuses on the greater good, and puts players on an equal playing
field. It assumes that parents,
teachers, and students function as one integrated unit a shared vision driving
their individual and collective actions. Self-inspection and a jury of our
peers routinely serve as a system of checks and balances. Norms are thought to
be more important than individual needs. I also adhere to Curriculum Driven Leadership goals. According to Kelvin Smythe (2011), "Curriculum-driven leadership on teacher knowledge and common sense through informed experience, on the value of variety in education, on education as part of life in a social democracy, on identifying the essences of curriculum areas, on a commitment to a broad-based curriculum, and on teaching leadership being significantly an art."
Leadership occurs on all levels in a
school system. The traditional top-down approach to leadership in education
historically has a Transactional model of leadership. Tasks are assigned, and rewards are
consequences were
given. At the school where I work, we
follow a
Transformational Leadership working model.
The school that I work at practices a combination of leadership models, but it is primarily geared toward teacher empowerment. We have a Leadership Institute program. All teachers
are encouraged to
participate at some point of their development. The program lasts one full
year. It consists of a series of professional development tasks and
experiences, including team building activities, workshops, seminars,
reflection pieces, written papers, shadowing the principal for six weeks, and
performing responsibilities of the job during that time. This is a mandatory
step in moving into a position of leadership in our schools (Vice Principal,
Principal).
A strong correlation exists between goal orientations
and success in school and at work. When our executive director enables all
participants to become self-leaders, the results are astounding. The cause and
effect relationship of action toward higher goals results in greater impact
of student learning. These reciprocal actions also aids teacher retention.
As I reflect on my leadership style, I find
it difficult to fit in one category. At this point in my development, I evolve
from being more of an innovator, and balancing it with being a steward. Over
the years I have developed several programs in my school and in my local
community. I have enjoyed the success of these programs through serving others.
Lately I find other teachers reaching out to me as they come to me for
suggestions on integrating the arts, or just to bounce around an idea or two.
The creative process is my wheelhouse. My expertise and experience in the arts and learning has positively impacted my school, and my community, over the past decade. I had not thought about it much until
lately. Mostly, I have been feeding my passions and following my heart's
desire. It is time to get
more concrete. Formulating my vision, and putting it down on paper will help me
to focus in on my ultimate goal.
What will my Magnum Opus be? I guess that all
depends. It depends on where there is a need for what I bring and how I can
best use it to guide my school to excellence. Transitional Leadership fosters awareness of
ourselves, of each other and how we can bring out the best in each other for a
better future. Once motivated to extend one's influence beyond the classroom, a
teacher needs to know about possible outlets for impact. I will be listening
with my eyes wide open for ways that I can make a bigger impact. This, in
return will make a positive impact in my school.
References
Sergiovanni,
T. J. (2007). Rethinking Leadership: A Collection of Articles, 2e. :
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