Australian Professional Standards

Abstract: There are numerous definitions of leadership, all of which contain elements related to people (the leader and the follower(s)), communicating in person or by the written word, actions (organizing, directing, coaching, and/or motivating), and for a purpose (meeting a goal(s) or accomplishing a task(s)) (ADP 6-22) (Fisher 2015) (Bolden 2013) (Hogan 2005). Additionally, everything done occurs within a given context. Effective leaders are poised, proficient, pertinent, and practical in the application of the art of leadership. This means leaders are ready to engage the group with effective methods and

Tim Tyson (2010) discusses how educators must ask hard questions in order to move students from the low-level mind-set of making good grades to experiencing the personal gratification and excitement that is the core of learning (p. 119). He details how the teachers and instructional leaders at Mabry Middle School formed a team that met consistently to choose what was and was not working at the school. The team formed the following mission statement to evaluate every action taken by the school: “Maximize student achievement in a culture of caring.” (Tyson, 2010, p. 120). Worksheets, class activities, and administrative actions were all measured against this mission statement. Compare Mabry Middle School’s mission statement to the one at your school (or a school where you would like to

Firstly, focusing on The Australian Professional Teaching Standard (AITSL) 1: Know students and how they Learn. Achievable through experiencing and using Literacy in my community to build relationships, develop a sense of inclusion and diversity and develop planning skills, by engaging with professionals to plan and design engaging resources for all aged children (AITSL, 2014). Secondly focusing on (AITSL) Standard 7.3: Engage professionally with colleagues, parents/ carers and the community. To acquire skills and strategies in time management and communication with professionals and relevant individuals. Lastly, to focuses on (AITSL) Standard 7.4: Engage with professional teaching networks and broader communities. By understanding the role of external professionals and community representatives to broaden Literacy networks and investigating the interpersonal relationships, The Pyjama Foundation has with community service organisations, Education Sectors, Federal, State and Local Government. Ultimately providing me with an exemplar of the sustainability of one of society’s most valuable group of individuals.

In order to move forward in producing good leaders, one must enhance their capabilities and knowledge among the embedded mission and vision that is tailored towards the school. Betty believes that her school’s mission and vision statement is very broad and generic. She believes that the mission and vision statement is very weak and ineffective. In order to move forward and make a difference in children’s life, Betty stated that she will conduct 3 effective practices that will be used by her personally. She stated that these practices will enhance her capabilities of accomplishing her institution’s stated mission and/or vision. First, she plans to go back to school to retain higher education and knowledge toward education and producing effective

Education Services Australia, AITSL. (2014). Australian Professional Standards for Teachers . Retrieved from Australian Institute for Teaching and School Leadership (AITSL): http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

First, would be to study articles and books about accomplished and effective practices. The second practice according to Mooney & Mausbach (2008) is to reflect these practices critically according to the needs of the own school or district. Finally, educators need to exchange thought and ideas about the accomplished and effective practices and the reflection of how these could be implemented in the own school or district. These discussion should be open conversations that do not include decision making. Mooney & Mausbach (2008) emphasize that a vision should be a continuous process.

My most recent experience in regards to leadership and the school and department improvement process has been in establishing a true Professional Learning Community (PLC) within Air Academy High School. I serve as a PLC lead for the science department. Through this process, we hope to make great gains in student achievement and staff actively participates in continuous professional learning leading to increased staff performance. After reviewing state testing data the site plan team, on which I participate, noticed discrepancies between the performance of male and female students. In addition to gender discrepancies, the team noticed that there were some teachers with classes that were much larger than colleagues who taught the same subject.

After tallying up the responses and reflecting on the interpretations of my findings, I was somewhat surprised to learn that my directive and collaborative approach to supervision was equal at 40% each and my nondirective approach was much less than I would have desired at 20%. My initial amazement comes from the fact that I typically learn and grow best in collaborative and nondirective settings, and I believe most students, educators and others in different fields do as well. These are the types of learning environments that I fostered as a classroom teacher and continue to do in my current role as a Library Media Specialist. Most of my professional growth and inspiration to become a leader is attributed to working in environments where leaders were open to ideas, trusting, caring and transparent and to think that my beliefs and practices may not be parallel is a bit startling. However, this inventory has encouraged me to deeply reflect on the bases of my beliefs and provided me with a different frame of self-awareness that will be beneficial as I move into my role as a school leader.

The journal article reports on a study of graduate level, educational leadership student’s knowledge of the mission, vision, values, and goal statements and their impact in school settings. The leadership students had limited recollection of the mission, vision, values, and goal statements. The leadership students had no impact on school improvement and organizational change. The lack of understanding of the mission, vision, values, and goals amongst leadership within schools undermine the culture, unity, foundation, development, and success of schools.

Nevertheless, the three leadership strategies I have researched to improve my personal growth are as follow:

In recognition on how to be an effective leader, past researches in leadership has discovered that leadership is a critical aspect to an organization and it will continue to evolve, in line with the development of human-to-human relationships (Daft & Pirola-Merlo 2009, p. 4, Rast et al. 2012 p. 646). Yet, to be a leader, there are at least six key factors that must be met by a person, namely: followers, influence, intention, personal responsibility and integrity, shared purpose and change (Daft & Pirola-Merlo 2009, p. 5). However, even if someone has fulfilled those

When an opportunity for leadership presents itself, it puts a person in a position of influence where they then inherit the responsibility of using their influence for the betterment of the organization. Education in the 20th century has brought with it reforms and initiatives such as No Child Left Behind, Race to the Top, and Read to Succeed, and thus the need for leadership which holds its responsibilities in the highest regard. Each of these initiative have come with added pressures and accountability for school leaders to show adequate progress and performance on rigorous standardized tests taken by students (Allen, Grisby & Peters, 2015).

In order to determine the leadership effectiveness, we must understand that how teachers, as well as other individuals, construct their notions of effective leadership are based on their or within the organization itself (Rosser 2003). The conceptual framework The conceptual framework for this study was derived from the four integration leadership model developed by Bolman and Deal (1998). Bolman and Deal identified four perspectives called frames: human resource, structural, political and symbolic. The structural frames are associated with scientific management, administrative principles and bureaucracy. Thus, this frame represents a rational perspective associated with hierarchies. Leaders with structural frame solve problems by creating new rules, procedures, or processes or by restructuring the organization. The human resource frame is associated with human relations. This frame views individuals as resources and encourages participative decision making, to meet people’ needs, to motivate individuals to realize their own goals, and to attain the goals of the organization. Leaders deal with human resource problems adjusting their organization to fit people or by adjusting the people to fit the organization. The third leadership frame is the political frame. Political leaders are realistic and pragmatic advocates and negotiators, build network, power bases and create alliance. The last frame is symbolic frame. Symbolic leaders invent shared meaning for

In this section I provide an account of how I begin as a head teacher and how I take the lead in a pilot developing integrated services in partnership with the local authority. I reflect on the compromises I had to make after the school was identified as a school eligible for National Challenge (NC) funding . As previously, I consider my identity, I also step aside to consider ‘performitivity’, a concept I believe changed the identity of leaders (as league tables were published) and capable of changing the identity of leaders in the future.

Educational administration is unique, the study of leadership and education first originated in the USA, and since then has had numerous and varied orientations and ideas. In the past educational administration was assumed to be just another type of administration (Bates, 2008). It was often thought that if someone were a good administrator in one field or setting, then this would be translatable to another setting like education. This theory is based on the assumption that there is a science behind administration that has universal principles and techniques that can be widely applied, this theory movement dominated over three decades of education administration (Starratt 2003, p5). During this period abstract theory developed independently of changes in the world, which were occurring socially and in classrooms. It also moved educational administration away from education concepts like curriculum, assessment and pedagogy. Challenges to this thinking occurred; new and emerging perspectives lead to a focus on individual approaches and a reconnection with educational concerns and the work of learning (Bates, 2008). Resources, class sizes, funding, standardisation of curriculum and leadership are some examples of these changes and reforms. Modern contemporary work in the field of education administration takes a range of different approaches including a large focus on culture, accountability, leading for learning and teacher leaders (Starratt 2003). This essay will historically