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This single entity can also more consistently value the differences of both the students and teachers in a meaningful, useful way. "Good leaders seek to bring together sets of different realities to form a holistic identity for the organization" (Walker & Quong, 1998) it is through the acknowledging and valuing of differences that this leadership can empower teachers to commit fully to the task of self-appraisal, realizing that they all have different strengths and weaknesses and that's valid and to even be expected in any school setting. it's using these differences as a springboard to motivate continuous improvement on behalf of the teachers that presents the most real and significant challenge.
Finally, it needs to be acknowledged that even the most effective form of leadership is a dynamic animal and is not something that is static. Leadership suffers when it is not supported; even the best leaders still need professional development and encouragement so that they can make decisions with confidence and aplomb (Thornton, 2010). Moreover, leadership is a skill that needs a commitment to continuing education and a forum where leaders can support one another, sharing their insights and mistakes and learning from one another.
Explain how you would know whether leadership effectiveness was improved by application of these ideas (what evidence would you need?).
In these particular cases, it would actually be some simple to determine if the leadership effectiveness was actually improved via an application of these ideas. In the case scenario outlined, the objective was lucid: improve the effectiveness...
The goal of empowering teachers to complete these self-appraisals with a higher level of excellence was to improve the excellence of their overall teaching methods. The goal of improving the overall excellence of their teaching methods was to improve student outcomes. With more superior and bettered student outcomes as the overall goal of the leadership endeavor, the effectiveness of this endeavor will be easy to determine. Gathering data which records student scores on tests, essays and other forms of assessment is necessary. Ultimately, leadership effectiveness will have a direct relationship with student outcomes. The truly effective leadership techniques will ultimately demonstrate improved student outcomes in a direct relationship.
References
Earl, L., & Katz, S. (2010). Creating a Culture of Inquiry. In a. Blankenstein, & P. Cole, Data Enhanced Leadership (pp. 9-30). Thousand Oaks: Corwin Press.
Gronn, P. (2008). The Future of Distributive Leadership. Journal of Educational Administration, 141-153.
Robinson, V., & Le Fevre, D. (2011). Principals' Capability in Challenging Conversations. Journal of Educational Administration, 227-255.
Santamaria, L. (2011). Applied Critical Leadership in Education. New York: Routledge.
Leadership Theory in a Changing and Globalizing Marketplace Modern business practice is permeated by the complexities of a changing world. The impact of globalization on the cultural makeup of companies, the effects of the global recession on the conventions of daily business and the evolutionary shifts brought on by emergent technology all call for an orientation toward simultaneous stability and adaptability. Only under the stewardship of a qualified, communicative, flexible and
Leadership, according to La Monica (1938), is when a person has authority that is recognized by others, and the person has followers/subordinates under them, who believe that the person will assist them in attaining certain goals (carrying out specific objectives for the followers). Furthermore, anyone that is willing to assist and help others could be referred to as a leader (p.8) Leaders see what others do not Most leaders have
Also, virtue ethics must ensure that the leader acts in the best interest of those who he represents, works with, and works for. However, this does not suffice in order to implement an effective leadership style. In addition to this, the leader must be surrounded by individuals with similar ethical behavior. This would help the leader to achieve ethical responsibilities. Also, it would make it easier to observe any unethical conduct
Individual Development: This activity contains the following subtasks: The individual personality, skills, strengths, needs, aim and fears of the team members are acknowledge; The individual plans, problems, and challenges are provided assistance and support; Individual responsibilities and objectives are identified and agreed upon; Recognition and praise is given to individuals for acknowledgement of their effort and good work; Individuals taking on extra responsibility, or receiving advancement is rewarded; Individual team members are trained and developed; and Individual
The measures should be quantifiable, and should be continually evaluated and adjusted. The fifth element of my five-year leadership plan is to find myself in a management position. Taking on leadership roles within low-level positions is an important first step, but by the end of the five-year plan I want to be in a management position, characterized not only by staff but also by a budget. At this point,
One reason has to do with the intellectual hurdles that senior executives jump in obtaining their jobs. It takes at least an IQ of about 110 to 120 to get an advanced degree such as an MBA. There is thus a high selection pressure for IQ in order to enter the executive ranks." (p. 250) The text goes on to argue that the result is that there is not a