EDUC 741 _Personal_Leadership_Philosophy.docx essays 2020.pdf

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Running head: LEADERSHIP

James Knight

EDUC 741

Liberty University

2020

The administrator within a school setting has often been the focus of responsibility for the

failures of student performance. However, this may not be entirely accurate, considering many

administrators operate under preestablish rules or guidelines enforced by the district.

Administrators, however, have the ability, even within these confines, to promote effective

change by enlisting the voice of all stakeholders. Collaborative discussions that are student-

centered are one such way to change traditional paradigms and establish a legacy. These

discussions provide a platform for voices to be heard and goal creation through purposeful

exploration and sharing. Rethinking the dynamic of school education, one from a data-driven

business model to a more holistic all-inclusive environment creates such a legacy. This is not

without risk, however. This research highlights some key points in manifesting an environment

books and articles have been published on leadership practices within organizations, and

businesses, this paper will connect those ideas and theories to leadership within the educational

setting. Leadership, as Kouzes and Posner (2017) define it, is a transformative process of

employing personal values, visions, and risk to obtain action, realistic expectations, and reward.

It will examine how the later impacts all stakeholders within a school site as well as the legacy it

leaves, and why this is important to develop and maintain.

success. To be effective leadership must motivate all constituents toward a common goal. This

goal is developed through collaborative discussions, and shared interests. By developing a

common goal in this way, supportive environments are formed that facilitate risk-taking which

oriented towards an organization's common goal (Underwood, 2016). However, the intention

towards the goal is often left understated or primitive in its response toward those who will later

inherit its function. Responsible leadership in the educational setting requires understanding all

skills, elicit desirable test scores, motivate, and provide advocacy for students (Versland, 2016).

These are what I consider the business aspect of managing the education of the school site.

Although these benefit all stakeholders, they downplay the sense purpose, which is to provide

students with a well-rounded and holistic education. Chris Underwood (2016) defines a sense of

purpose as being:

Aitken, P., 2019). These relationships increase commitment from the community which supports

the school site, thereby ensuring the success of the students. In addition, the passion exhibited by

an administrator allows for priorities, in the interests of students, to be channeled while screening

out situations that are irrelevant to the progress of the school site (Walton, E., Lichtenstein, S., &

Aitken, P., 2019).

levels of student achievement. This creates a legacy that will continue to support the student’s

academic growth through each grade level, as well as providing autonomy to make positive

choices towards the advancement of their learning (Kouzes & Posner, 2017; Underwood, 2016;

Versland, 2016).

which is supported by statistical data regarding student achievement. The system currently in

place, excessively focuses on the business aspects of education, directing administrators towards

management responsibilities rather than the educative interest of the students (Niesche, 2017).

Walton et al. (2019), state that “taking a responsible, long-term view more than financial

opportunities for innovative thought are solicited through such collaborative discussions. The

administrator can then create teams that involve stakeholders, such as ones already existing,

however, the emphasis would be placed on innovative student learning rather than facility

maintenance or traditional curriculum budget constraints. In addition, teachers would benefit

response people receive through compliment and inspiration (Versland, 2016), and the increase

of leadership practices throughout the school site, which results in furthering the building of

shared visions and collaborative decision-making (Niesche, 2017). A model administrator

focuses on teamwork and trust through collaborative discussions that resolve a mutual goal

(Kouzes & Posner, 2017). Through these inclusive collaborative discussions, inequalities and

cultural differences would be addressed, as well as increasing diversity within the school

population, including teachers (Neische, 2017).

the administrator (Kouzes & Posner, 2017), however, all stakeholders participate in the evolution

the complex human systems that make up the school environment (Kouzes & Posner, 2017;

Niesche, 2017; Versland, 2016; Walton et al., 2019).

stakeholders secures this change going forward (Kouzes & Posner, 2017). This is a system of

equality where each member is valued and appreciated. Unlike traditional organizational settings

where the administrator is likened to the CEO of a company, this should be fashioned more as a

cooperative. With that being said, community involvement should be directed to promote a

vested interest in the operation and handling of the school site.

improving education, creating a supportive atmosphere, maintaining data, grooming faculty, and

creating a vision that is shared (Versland, 2016). This also means that they have the responsibility

to advocate for social justice and diversity within their school through equity, equality, and

obtain their personal goal through equity.

position regarding the advocacy of student rights and education. This particular research only

highlights some of the suggested changes that can be implemented. What is not represented is the

the student population. As future administrators, plans require more flexibility and innovation to

progress with such changes. This requires a certain level of risk to be accepted to change the

future of public education. Additional studies need to be considered and carried out that focus on

how a student learns, and what motivates them to learn, rather than comparing each child

through the use of standardized testing. A new emphasis needs to be placed on holistic learning

through investigation as well as an examination of what is truly necessary and useful for a

student to learn. In doing so, leadership skills will also need to be reevaluated to elicit such a

paradigm shift. This would mean that the information we have researched and have been taught

will also need to be reevaluated. I believe that the leadership skills required to carry on a legacy

without the support of the community and faculty, however, will fail. As with any successful

organization, the school site environment needs to be created through the shared visions of all

stakeholders, with a purposeful intent. School is more than just a business. It is the environment

for which the future of its students is created. To underrepresent the student population through

following the status quo is detrimental not just to the student but to society. School

stakeholders through collaborative involvement, and consider the legacy they leave behind.