¶ … shared vision allows for the fulfillment of common goals. Therefore, the first step in creating and maintaining a successful charter school will be to plan the vision with a common goals meeting and invite all stakeholders to the meeting in accordance with best practices ("Shared Vision and Common Goals," n.d.). The ELCC standard 1.1 clearly calls all educational leaders to "develop, articulate, implement, and steward a shared district vision of learning," (ELCC, 2011). This vision of learning is not limited to the confines of any one school or restricted to its building, its educators, and its students. Rather, a comprehensive vision is one that takes into account the entire community. Other schools in the community may play a role in the evolution of our school's vision. Community stakeholders including parents and curriculum leaders need to attend the meeting to provide their input and feedback. It should not be assumed that all stakeholders have the same goals. However, stakeholders will share in common a desire for students to thrive. The specific definition of student thriving and the means by which to achieve student social, intellectual, and personal development are bound to be points of contention. We live in a diverse community and there will be a number of points upon which members and stakeholders disagree. Some of these points might be between the faith-based communities and the secular organizations that oppose them; whereas other points of contention may be related to funding and budgeting. When we are in the visionary and planning stage, we have the opportunity to share our concerns and considerations in a non-threatening way, with mutual respect guiding the decisions that are made. A process for developing a shared vision of learning depends on ongoing rules of engagement that are respectful and sustainable. Stakeholders should be systematically involved in ways such as regular email and updates that allow every participant to remain engaged and feel genuinely empowered and respected. Calling upon members of the community to directly offer their input will prevent the domination of the meeting(s) by primary organizations or persons in power, allowing for a more democratic and shared vision for the future.

References

ELCC (2011). Education Leadership Program Standards. Retrieved online: http://www.ncate.org/LinkClick.aspx?fileticket=tFmaPVlwMMo%3D&tabid=676

"Shared Vision and Common Goals," (n.d.). Retrieved online: http://www.cops.usdoj.gov/html/cd_rom/inaction1/pubs/Collaborationtoolkit/Section4SharedVisionandCommonGoals.pdf

Short Essay 2

The ideal learning environment is one that fosters personalized learning within the framework of evidence-based practice. Rooted in theories of human development and behavior, the ideal learning environment takes into account variations in learning styles and culture. Likewise, theories of motivation in education will help create the ideal learning environment that is flexible and adaptable to the needs of multiple and diverse students. Ideally, the learning environment is one that contributes to the success of all students while also empowering educators to continually create a more productive classroom.

Research has consistently shown that students thrive best when they are self-motivated rather than motivated by extrinsic factors. Intrinsic sources of motivation include "competence, autonomy, and relatedness -- which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being," (Ryan & Deci, 2000, p. 68). Therefore, educators should aspire to create the means by which to develop student competence, autonomy, and relatedness in their classrooms. The ELCC (2011) standards also suggest that educational leaders create and maintain a core organizational culture that continues to reflect on student needs. A student culture that fosters autonomy, competence, and relatedness can be generated through classroom environment, pedagogy, and curricular standards.

Respect must be paid to diversity in the classroom. Socio-economic class, ethnicity, and linguistic backgrounds all impact student learning and development. Educators are called upon to display cultural competence and inspire cultural competence in their students by recognizing the strengths and limitations of multiple pedagogical styles. Recognizing learning opportunities in student-driven questions and student-led inquiries can help all students achieve a mutually beneficial learning environment.

References

ELCC (2011). Education Leadership Program Standards. Retrieved online: http://www.ncate.org/LinkClick.aspx?fileticket=tFmaPVlwMMo%3D&tabid=676

Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55(1): 68-78.

Short Essay 3

As an educational leader, I will develop a plan of action that addresses the needs of all stakeholders including students, parents, and caregivers. Integral to my plan of action are the effective oral and written communications I will continually prepare and distribute, in order to keep stakeholders informed of our progress, our visions, and the challenges we face together. As Catsambis (2002) points out, expanding parental involvement in their children's education is a key way to ensure...

An engaged parental body is as significant as an engaged student body, because too often, parental needs or concerns are not being addressed. Parents who are disenfranchised are likely to pass on their antagonism and suspicion over education to their children. Children who model their attitudes toward education and their behaviors after parents who are empowered are, on the contrary, better prepared to succeed and become engaged in an active, stimulating, and vibrant school learning environment.
The United States Department of Education (2009) suggests that educational leaders create formal partnerships between constituent groups. This way, each stakeholder has a clear notion of their role in the process of change. Community members can participate in the process of improving the caliber of their schools even when they do not have children because of the impact of school quality on housing valuation (United States Department of Education, 2009). Similarly, the school board and its public relations concerns can be addressed cogently without the need to clutter discussions between educators and students or educators and parents, who will be more focused on their role in promoting the success of students through direct pedagogy or curriculum.

Catsambis, S. (2002). Expanding knowledge of parental involvement in children's secondary education: Connections with high school seniors' academic success. Social Psychology of Education, 5(2), 249-177

United States Department of Education (2009). Engaging stakeholders. Retrieved online: http://www2.ed.gov/programs/readingfirst/support/stakeholderlores.pdf

Short Essay 4

The ELCC (2011) asks educators to formulate school-level leadership platforms that are "grounded in ethical standards and practices," (p. 20). Ethical standards and practices can be universalized via standards like honesty, fairness, and equity in all interpersonal, professional, and academic relationships. As Beckner (2003) points out, educational leaders need not evolve a strict and rigid set of ethical guidelines that constrains their behavior and decision-making abilities. Rather, it is more important for educational leaders to refer to core standards of ethical behavior and practice in education. Ethical standards will also change and evolve over time, reflecting social norms and values. As Jean-Marie, Normore & Brooks (2009) find, leadership in education requires a commitment to social justice and not just an emphasis on the more obvious values of accountability and honesty. Social justice in education requires commitment to eliminating achievement gaps related to race, gender, or socio-economic class.

School leaders need to "think globally and act courageously about social justice for a new social order," (Jean-Marie, Normore & Brooks, 2009 p. 1). The ELCC (2011) standards likewise prepare educational leaders for new social orders that entail justice and equity, rather than outmoded patriarchal models. Preparing students for participation in the global community means developing a curriculum that includes global awareness and respect for diversity as well as commitment to common core standards of education. Moreover, educators need to keep in mind what their constituents in the community values in terms of inculcating ethical values in students. Preventing bullying and other classroom management demands are of increasing concern, as the pressures for pedagogical change wane in light of the even more pressing need for social justice.