Discuss about the Reflection of Self-Leadership Quality.
In an academic institute, the most significant role is played b yh the educators who are the main driving force to the students’ academic excellence. Apart from academics, a student’s moral characteristics are developed by the senior facilitators who are supposed to shoulder the responsibilities of the foundation of a nation’s future strength. Educational leaders are the no one but the educators who undertake different roles in edifying them with various teaching and non-teaching guidelines. The scholars have raised questions whether the teachers can be considered as educational leaders. However, most of the academicians who contribute greatly to the overall development of their pupils are considered as leaders. It is said the students imitate and emulate those teachers who are close bto them and create a significant world of their own, where the students could expect greatness and creativity. Educational leaders are not different from the political leaders or the business leaders since they adhere to the basic trait of leadership- creation, innovation and path- foundation.
The following paper demonstrates different leadership qualities and characteristics that are accepted to be ideal in an educational sector. Through profound understanding of the leadership qualities and theories, I would like to present my own reflection as a leader. As an educator in an academic institute, I would like to establish myself a democratic leader- one who provides liberty and rationality of free thought within the students. The following reflective paper is going to validate my aspiration as a democratic leader through the analysis and integration of distributive leadership model.
There is occurring constant evolution of the demand associated with the educational leaders. For preparing myself for facing these challenging aspects as well as creating transformative change regarding education, I have the requirement for understanding the educational leadership function, the responsibilities associated with it as well as my viewpoints to further my education for moving ahead in my in my career in this field.
There is the involvement of working with teachers as well as other educational professionals regarding educational leadership relating to methodical plans for improving educational programming as well as results.
The function of educational leaders are accountable for facilitating development as well as positive change that is required,
For accomplishing these tasks, it is essential to work as well as interact with others that include teachers, staff as well as students and their families. The building of relationship is necessary for efficient educational leadership, and it is necessary for acknowledging as well as supporting the roles and every contribution of the stakeholders. A true leader will be creating an environment for education where there is the presence of the scope as well as support relating to positive change all through the organization (Guskey, 2014).
I am aspiring to imbibe the democratic leadership model in education. This model will be securing the full participation of the staff members in the school’s decision-making processes that will be promoting meaningful association as well as harmonious work associations, generating passion to accomplish objectives as well as boosting student and teacher effectiveness (Parkay, 2014).
The democratic leadership model is following the distributed leadership theory that is having the involvement of distributing responsibility based on every administrative levels, functioning through teams as well as engendering collective responsibility. Distributed leadership approach will be addressing leadership in accord with teams, groups as well as organizational traits (Hallinger, 2014). Distributed leadership is presenting descriptive perspectives regarding schools that will be leading them. In fact, distributed leadership activities are directed towards provision as well as continuing the positive learning environment where teaching as well as evaluation activities are being considered. Moreover, distributed leadership theory is depending on proficiencies, information as well as contributions formed due to the relationships network between individuals that are directing, guiding as well as working with teachers in the method to improve education (Talbot, 2016).
The two educational leaders who are inspiring me are Rafranz Davis and Vicki Davis. Both of them are possessing the democratic leadership traits. Rafranz Davis is the Instructional technology specialist for Arlington, Texas school district. She is presently working to support the implementation of technology as well as professional development in respect of the teachers. She is a writer, speaker as well as advocate regarding passion-based learning and takes into consideration varied perspectives in developing as well as implementing technology for education (Diamond, 2016). Another personality is Vicki Davis who is the Creator of Cool Cat Teacher Blog, IT administrator and teacher at Westwood Schools. She is presently teaching business and computer skills at Westwood Schools in Camilla, Georgia where she is the IT administrator as well. She is mainly known for her Cool Cat Teacher Blog, in which she is sharing advices regarding teaching as well as social media. In addition, she is providing professional development as well as workshops for schools as well as institutions (Gunter, 2013).
Distributed leadership is having significant influence on the conditions for learning at a school. In this context, it can be stated that distributed leadership approach is a complex process that is having the involvement of balancing technical as well as symbolic demand and takes into consideration various components. As a result, it can be stated that distributed leadership is not just the sharing of tasks or the assignment of individuals towards particular tasks(Harris, 2013). In this kind of leadership, to work in respect of similar objectives with constant communication as well as interaction is highlighted in comparison to personal effort and there is a possibility for the staffs to function in a collective manner as well as learn together, like the development of capacity of a teacher with the support of another teacher (Sewerin, 2017).
As an academic instructor, I am expected to abide by certain teaching ethics. These ethics are highly motivating and challenge breaking. As a democratic leader, I aspire to possess some certain qualities of the previously mentioned personalities who are known to be some of the most influential academic leaders in modern time. My entity as a leader shall have to be innovative. The basic leadership quality of a person encompasses creativity and improvisation of the thought process. While comprehending deep about my contribution to the grater student mass, I have realised that my basic intention was to make them understand the goal of their life. However, there are different ways of to edify and educate the students. I would often ask myself, “ Should I teach them or should they learn from me? Should they be students of mine or should they follow the path I recreate?”
These questions were to be answered on a proper note. Thus, my realisation was begotten by my rational mind that my traits can never be imposed upon the students as long as they do not want to imbibe those spontaneously. This was the first step to my democratic leadership quality as I learnt to put my decisions into rationality. My transitional approach towards democratic trait of leadership was highly motivated by one of the most influential leaders in world business, Steve Jobs. The transitional history of Steve Jobs from an autocratic leader to a democratic one fostered the idea of adaptation of participating or democratic leadership quality within me so that I can prioritise my students’ viewpoint while making a decision. However, participative leadership does not mean that every opinion is to be embraced. The process of filtering according to the best decision making factors is the true sign of potential leadership quality. Different activities are to performed in an institutional level while educating a greater number of masses. According to Edwin Locke, a participating leader always shares obligations and power of decision making in a workplace. My leadership quality in an institution will remain participative since I believe to share the power of decision making with the students so as to build the same quality within them.
A brief anecdote of decision- making process can be exhibited in the paper that validates the trait of my leadership. Most of the educational frameworks are decided in an autocratic way. Student participation in academic layout is not bothered by the authority of an institution. Hence, most of the time the students do not seem to be happy with the academic structure designed by an institutional authority. for the first time I designed a lay out for the institutional academic framework and also provided blank sheets to the students so that they could come up with their thoughts. At the end of the term the students representative sat together with me and the institutional head and proposed their designed. With rational discussion, we ended up in the fact that we had to assemble the entire program so as to keep a balance between both the proposal. In the end of the academic year, we established a new program. For the first time, the students contributed. This was a team-work and I was quite contented as I was able to form a team and carried out the concept of togetherness. Thus I went along with the distributive leadership model.
Reference
Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147-154.
Gunter, H., Hall, D., & Bragg, J. (2013). Distributed leadership: A study in knowledge production. Educational Management Administration & Leadership, 41(5), 555-580.
Guskey, T. R. (2014). Planning professional learning. Educational Leadership.
Hallinger, P. (2014). Reviewing reviews of research in educational leadership: An empirical assessment. Educational Administration Quarterly, 50(4), 539-576.
Harris, A. (2013). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin Press.
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs. Prentice Hall.
Sewerin, T., & Holmberg, R. (2017). Contextualizing distributed leadership in higher education. Higher Education Research & Development, 1-15.
Talbott, E., Mayrowetz, D., Maggin, D. M., & Tozer, S. E. (2016). A distributed model of special education leadership for individualized education program teams. Journal of Special Education Leadership, 29(1).
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