My personal platform or philosophy of Leadership in Education stems from my love of children. I truly feel, in order to be successful in education, you must have a love of children and a passion for seeing them succeed. As an administrator, you need to show the same passion for the success of your school as a whole.
As administrators, the first thing we must protect is instructional time in the classroom. By making instructional time a focus of your leadership, you convey this importance to your teachers. Instructional leadership begins by continually offering professional development to your staff in the form of weekly PLCs or workshops that enhances teacher performance in the classroom. I also feel that as the administrator, I should …show more content…
I will be the buffer and sounding board that flows between the higher administration and the community as well. I believe that learning within the school is collaborative and takes the support of the community, administration, faculty and students; it will be my job to make sure all stakeholders are actively working toward the same goal. It is vital that I, along with all those in my staff and faculty remember that we are spokes in the same wheel, and we have the same ultimate destination – having a successful school that shows …show more content…
It is not enough to have principals and a staff that buy into your vision; you must have the entire school and community on board in order for goals to be reached. I want to work with my teachers, not be a manager of my staff. I like the idea of leadership teams who work with me, and the other administrators, to decide how decisions will be made. I understand that there will be times when I have to make a decision on my own, but when possible, I think it is better to have the stakeholders give their opinions. Having said that, I also know that it is my duty to do what is best for the school as a whole, even if that decision is not popular in nature. In Jim Collin’s book, Good to Great, he writes about Level 5 leadership and how a Level 5 leader is not “soft” or “consensus building” – rather he/she is a leader that makes sure the right decision happens for the greatness of the institution (Collins, 2001). At the end of the day, as long as my managerial focus remains on the good of the school, I feel I will be a success as a
As administrators, the first thing we must protect is instructional time in the classroom. By making instructional time a focus of your leadership, you convey this importance to your teachers. Instructional leadership begins by continually offering professional development to your staff in the form of weekly PLCs or workshops that enhances teacher performance in the classroom. I also feel that as the administrator, I should …show more content…
I will be the buffer and sounding board that flows between the higher administration and the community as well. I believe that learning within the school is collaborative and takes the support of the community, administration, faculty and students; it will be my job to make sure all stakeholders are actively working toward the same goal. It is vital that I, along with all those in my staff and faculty remember that we are spokes in the same wheel, and we have the same ultimate destination – having a successful school that shows …show more content…
It is not enough to have principals and a staff that buy into your vision; you must have the entire school and community on board in order for goals to be reached. I want to work with my teachers, not be a manager of my staff. I like the idea of leadership teams who work with me, and the other administrators, to decide how decisions will be made. I understand that there will be times when I have to make a decision on my own, but when possible, I think it is better to have the stakeholders give their opinions. Having said that, I also know that it is my duty to do what is best for the school as a whole, even if that decision is not popular in nature. In Jim Collin’s book, Good to Great, he writes about Level 5 leadership and how a Level 5 leader is not “soft” or “consensus building” – rather he/she is a leader that makes sure the right decision happens for the greatness of the institution (Collins, 2001). At the end of the day, as long as my managerial focus remains on the good of the school, I feel I will be a success as a