Running head: UNWAVERING COMMITMENT
1
Unwavering Commitment:
Pathways to Positive Relationships,
Innovative Educational Practices, and Success for School and Community
Jennifer Wiese
L30331505
Liberty University
EDUC 741-C02
UNWAVERING COMMITMENT
2
Abstract
Educational leadership should be about driving continuous improvement cycles that build
capacity for teachers to develop students that are proficient in 21st century skills of critical
thinking, collaboration, creativity and communication, as well as the ability to navigate a global
world. As an educational leader my philosophy is shaped by, and my practice is driven by three
theories or philosophies that exist. First, I will operate within the context of transformational
leadership, inspiring and empowering others (Burns, 1978). Second, I will strive to be of service
to others as a servant-leader, lifting up others and paying attention to their needs (Greenleafe,
1970). Third, I will accept The Leadership Challenge and will employ the “Five Practices of
Exemplary Leadership” (Kouzes & Posner, 2017). I will foster positive relationships with
teachers, students and stakeholders, and value diversity of thought, so that effective work occurs
around improving education for all students.
UNWAVERING COMMITMENT
3
Unwavering Commitment: Pathways to Positive Relationships, Innovative Educational Practices,
and Success for School and Community
The twenty-first century, with all its technological developments, has created a global
society. People from all over the world can communicate in real time, organizations and business
are multinational, and new professions are continually emerging. Students that are successful in
the twenty-first century will be those that are proficient in more than just the core subjects. A
quote from Herbert Gurjuoy goes “Tomorrow's illiterate will not be the man who can't read; he
will be the man who has not learned how to learn” (Toffler, 1970). Today’s students will be
global citizens and will need the ability to navigate the international marketplace, communicate
proficiently, and interact meaningfully with understanding and awareness across cultures. They
will need to be able to learn new technologies and new jobs. Students must have opportunities in
classroom to develop these skills, along with critical thinking, collaboration and communication.
Through all facets of the job, school leaders must create opportunities that encourage the
development of these skills through intentional decision making. Success in this mission will
lead school staff to build lifelong, confident learners, who have the tools necessary for success in
a changing world.
Philosophy of Educational Leadership
There are currently many changes happening within the educational system. Much
attention is focused on new standards and new accountability measures that leaders and teacher
are working to ensure that instructional strategies are aligned with these new movements. In
order to do this work well, schools need transformational and servant leaders, and is is under this
umbrella that my philosophy of educational leadership is situated.
UNWAVERING COMMITMENT
4
In his book Leadership (1978), Burns proposes that the best leaders are those who
inspire others to come together toward the achievement of higher aims as transformational
leaders. My philosophy of educational leaders embodies this aim; I lead by creating a culture of
continuous improvement and valuing the contributions of the team. As part of this philosophy, I
will also be in alignment with the leadership practices explained by Kouzes and Posner (2017)
that allow for change to occur in organizations. The specific practices that are aligned with my
philosophy are “creating a shared vision” and “enabling others to act” (Kouzes & Posner, 2017).
I believe that the most meaningful work is done when people are empowered and motivated by
having a clear vision of the goals of the organization and a surety that they are integral parts of
the whole.
Another philosophy of leadership is described as servant leadership (Greenleaf, 1970).
My philosophy encompasses many aspects of servant leadership so that all the stakeholders can
be heard, and involved. As an educational leader, it is not beneficial to work within a top-down
construct. Teaching and learning is a very personal effort, and my leadership philosophy is that
teachers and staff must also be served by leadership to maintain the work that makes all of the
stakeholders be successful. Kouzes and Pozner (2017) suggest that “modeling the way” and
“encouraging the heart” are important leaderships characteristics. These practices lend
themselves to servant leadership, as well.
The long-range impact of my leadership philosophy will allow teachers to do the work
needed within their classrooms, and the work needed on developing new school programs, that
will help us to grow students that are productive members of the community.
UNWAVERING COMMITMENT
5
Leadership Practice
Several strategies will be employed to reach my educational leadership goal of
developing successful 21st century graduates. First, working collaboratively with staff to
transform traditional classroom environments into vibrant learning communities where all
students are authentically engaged by actively embracing new ideas, strategies, and techniques. I
will develop a culture of innovation, collaboration and self-reflection. Teachers will be inspired
and encouraged to be the real agents of change; their passion will guide us to become and remain
an exemplary learning community. Second, leaders should be available, visible and ready to
listen to stay connected with students, teachers and the community. All stakeholders will be
afforded the opportunity to share ideas, concerns and suggestions, and their involvement will be
welcomed. Third professional learning will be encouraged for teachers and I will continue my
own learning and growth, by staying connected and engaged in the educational community.
Seeking out peer networks and professional organizations of educators and leaders, reading
current education research and reform movement, and purposefully self-evaluating my own
practices will model for teachers how to engage professionally in continued education. Last, I
will continually and critically evaluate curriculum, resources and instructional methods to ensure
that school funds and personnel are used in a way that maximizes impact on student learning,
and supports 21st century learning and pedagogy.
Relationships
The impact that teacher-student relationships have on learning and student outcomes has
been thoroughly reviewed and researched. Teacher certification programs and professional
development courses make sure that this relationship is not forgotten. Just as teacher-student
relationship can affect outcomes, principal-teacher relationships can affect outcomes. The role of
UNWAVERING COMMITMENT
6
an educational leader is to set a clear vision for the organization and create an environment that
facilitates the process of achieving the vision. Parts of this leadership require inspiration and
creating a positive culture, but leadership also entails the transactional aspects of managing
budgets, creating calendars, developing presentations for stakeholders. Throughout both these
parts, the ability of leaders to create and maintain relationships with followers, is of paramount
importance. Trust must exist between both parties so that risks can be taken and so that everyone
assumes positive intentions by those involved. As a leader, sometime difficult decisions must be
made, and it is inevitable that someone will disagree with it. If positive relationships have been
established, then even people who disagree with a decision will still support you because they
have built up trust in you. This process has been referred to as social capital within groups that
have a shared vision and cooperation.
Educational leaders have many other relationships to encourage within the community.
Parents, industry partners, neighboring school administrators, community members, board
members, county office of educations and others. All of these relationships need to be tended to
so that engagement of these stakeholders is high and opportunities for learning are expanded.
Kouzes and Posner (2017) report that leaders who are seen as effective by their direct reports
indicate that their leader frequently or almost always develops cooperative relationships with the
people at work. The importance of this part of leadership cannot be underscored.
Diversity
Organizations are made up of individual that each have their own unique perspectives and
experiences. Diversity of thought is crucial to generating innovative solutions. Leaders need
some degree of emotional intelligence to rise above the need to validate themselves. Leaders also
need a certain amount of social competency to be able to engage people who do have differences
UNWAVERING COMMITMENT
7
of ideas and perspectives. Diversity can manifest itself in multiple ways; ethnicity, race, gender,
age, experiences, religion, grades taught, subjects taught, where a person grew up, and on and on.
As an educational leader it is important to realize that this diversity among teachers is reflected
in the diversity of students. Therefore, it should be celebrated and used as a way to generate a
variety of ideas on how to “challenge the process” (Kouzes & Posner, 2017). If everyone in a
group thinks the same way, then trying to identify new ways to do things will be difficult. Factors
of diversity could also be an area of concern for leaders, as the potential for disagreements is
increased. This is where a leader's ability to navigate those occurrences, and to utilize the
relationships that have been built to maintain cooperation and collaboration within the team.
Conclusion
The world is rapidly changing and most likely will continue to do so. Today’s students
will need special skills to be able to successful live and work in these new environments. My
educational leadership philosophy is that the systems I create, the opportunities I develop and the
way in which I engage in the work is all directed at helping to educate students in the 21st
century skills of critical thinking, creativity, collaboration and communication. With these skills,
the students will learn how to learn, as Grujuoy stated, and will gain literacy in not only the
content area subjects, but also information literacy. They will be successful at navigating career
pathways, making informed decisions, be able to work productively and be contributors to
community and society.
References
UNWAVERING COMMITMENT
8
Anderson, M. (2017). Transformational leadership in education: A review of existing literature.
International Social Science Review, 93(1).
Bass. B. M. (1985). Leadership and performance beyond expectations. New York, NY: Harper &
Row.
Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.
Bush, T. (2007). Educational leadership and management: theory, policy, and practice. South
African Journal of Education, 27(3), 391-406.
Greenleafe, R. K. (1970). The servant as leader. The Robert K. Greenleafe Publishing Center.
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: Making extraordinary things
happen in organizations. Hoboken, NJ: Wiley and Sons.
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student
outcomes: An analysis of the differential effects of leadership types. Educational
Administration Quarterly 44(5), 635-674
Toffler, A. (1970). Future shock. New York, NY: Random House
