8085 Discussion 1
Unique1961
collrespdis1.docxColleague Response Question Week 1
Read a selection of your colleagues’ postings.
Respond to at least one of your colleagues’ postings in 150 word response one or more of the following ways:
Validate or provide contrasting perspectives for an aspect (or aspects) of your colleague’s posting.
Offer an additional example of how you have experienced the presence or absence of the theories or behaviors chosen by your colleague.
Suggest another leadership theory and/or behavior and explain how it could be beneficial to the situation your colleague described.
Katheryn Gonzales
Discussion 1 WK 1:
One leadership theory that I find personally compelling is the Relationship /Transformational theory. This theory focuses on relationships and connections made between the leader and followers. This leader builds relationships with their followers and encourages followers to see the bigger picture of what they are doing. This type of leader also cultivates potential in each follower while focusing on the group's performance. This leadership style also holds firm to ethical and moral standards (Amanchukwu et al, 2015). I am drawn to this leadership theory as an educator because it is built on relationships. As a teacher, I understand the importance of building relationships with my students and colleagues. I also believe that a good leader brings out the best in those that follow them; this leadership theory describes that kind of leader. I find that the best leaders I have observed have helped cultivate me as an educator and leader in my classroom and on my grade level team. For example, my academic coach has encouraged me to take on leadership roles by giving presentations and acting as a teacher leader for other teachers to come into my classroom to observe me teach. This theory was applied as my academic coach built a relationship with me and raised professional expectations for me. As she did this, my confidence grew as a professional, and I could see the importance of sharing what I have learned with other professionals.
The Participative Theory also compels me. This theory suggests that this leader takes input from others and encourages others to participate and contribute for them to feel committed to the decision-making process. This leader finds ways to involve people in the decision-making process, encouraging commitment and collaboration from followers (Amanchukwu et al, 2015). This leadership style is vital to me because I believe that for an organization to work, each member needs to feel like their voice is heard. Early childhood principals are most effective when the school culture and climate are healthy (Bloom & Able, 2015). To make a healthy school climate, the administration can include their teachers in decisions that directly affect them and their students. Unfortunately, my school's administrator does not use this leadership theory in practice. My administrator will involve teachers in decision-making by creating committees and action teams for school functions where decisions need to be made. Still, instead of listening to the input of her staff, she gives directions and orders based on her ideas. For the Participative Theory to be applied, my administrator should provide staff opportunities to collaborate through these action teams and then, as a team, make decisions that will positively affect the school. Once teachers feel they have a voice in the decision-making process, they will be more committed to investing their time and contribution into school events.
References
Amanchukwu, R.N., Stanley, G. J., & Ololube, N.P. (2015). A review of leadership theories,
principles and styles and their relevance to educational management. Management, 5(1), 6-14. Doi:10.5923/j.mm.20150501.02
Jorde Bloom, P., & Abel, M. B. (2015). Expanding the Lens--Leadership as an Organizational Asset. YC: Young Children, 70(2), 10–17.
Colleague Response Question 2 Week 1
Again, read a selection of your colleagues’ postings.
Respond to at least one additional colleague’s postings in 150 word response one or more of the following ways:
Validate or provide contrasting perspectives for an aspect (or aspects) of your colleague’s posting.
Offer an additional example of how you have experienced the presence or absence of the theories or behaviors chosen by your colleague.
Suggest another leadership theory and/or behavior and explain how it could be beneficial to the situation your colleague described.
Consider any responses you received earlier in the week, and respond by addressing the point(s) brought up in a way that will broaden and/or deepen the conversation.
Note: Be sure to cite appropriate references in APA format to substantiate your thinking.
Simon Kim
Leadership is critically important in organizing and managing an early childhood educational program and facility. There are numerous different theories of leadership which are relevant. Two of the theories that seemed impressive include transformational leadership and system leadership theories. Transformational leadership theory seems inspirational because of the flexibility and openness of the approach toward change. In experiencing early childhood education, regardless of how much planning is invested in framing the program and establishing the curriculum, some changes are always required. Van Mart (2013) asserts that leadership can be difficult because of the many roles required in leadership positions, and each of these has its own requirements, competencies, and challenges. For example, in an early childhood educational program, the program director must organize and implement the curriculum, select the teachers and staff members, and manage and lead them to provide the most effective education possible for the young learners. The different leadership roles require different and unique requirements, competencies, and challenges. Transformational leadership theory provides a framework to address the different roles and fulfill the roles for early childhood education leaders because of the emphasis on handling and facilitating change. In early childhood educational programs, the dynamics of change are always present and challenging program directors to clarify, adapt, manage, and facilitate such change. Van Mart (2013) explains that a major role for leaders is to facilitate change in mission, vision, and core values when appropriate and necessary. In an early childhood educational program, this is appropriate and necessary when teachers and staff members indicate problems with curriculum or ambiguity in the program’s structural elements which require leadership decisions to make the adjustments.
Another leadership theory that seemed notable is system leadership. Sharp et al (2012) explain that highly effective leaders in early childhood educational programs exhibit eight core leadership behaviors. These behaviors include having a clear vision about optimal outcomes for the young learners and their families, engaging ethically and responsively with families, using business skills strategically, facilitating honest, transparent communications with young learners and families, establishing an integrated working environment, motivating and empowering staff, using evidence to improve outcomes for young learners and teachers, and being committed to learning and development for everyone in the early childhood education program (Sharp et al, 2012). These eight core behaviors of system leadership are oriented toward the mission to achieve a self-improving school system. In experiencing early childhood education, this may be the best type of mission to establish. Striving for continual improvement allows teachers and staff members to be empowered and provide their feedback and ideas as well as eliciting the same from families, so the young learners benefit from the improvement. Based on the system leadership approach, early childhood educational facilities demonstrate the best outcomes for children and their families, greater collaboration between teachers, families, and young learners, building system leadership capacity, and using key knowledge and evidence across the system (Sharp et al, 2012). The system leadership approach integrates the different people and components of the early childhood educational program and facility to unify and harmonize people into a coordinated, collaborative network that benefits all.
In experiences as an early childhood educator, observations in transformational leadership theory were strongly apparent in adjusting to change and acknowledging change dynamics by the program director. For example, the initial curriculum for preschool children was too rigorous and complex for most children to handle effectively which required some adjustments and changes that the program director appropriately made. This was done through open communication with children, families, teachers, and staff members to distinguish what changes needed to be made. In this context, some elements of system leadership theory became evident. The program director was aware that the struggling young learners raised concerns from parents, teachers, and staff members, and together the problems and issues were clarified and addressed through a collaborative and cooperative approach. Communication among the different stakeholders became important to making the necessary changes. This provides insights into how systems leadership theory works in a real-world environment.
References
Sharp et al (2012). Highly Effective Leadership in Children’s Centers. National College for School Leadership.
Van Wart, M. (2013). Lessons from leadership theory and the contemporary challenge of leaders. Public Administration Review, Vol. 73, Iss. 4, pp. 553–565. DOI: 10.1111/puar.12069.
