Personal Philosophy Of Instructional Leadership

My leadership takes into account the needs of students, the abilities of the faculty and staff, and the mission of the university in the context of a global society. My leadership appreciates the history of the institution, collaboratively assesses current opportunities and challenges, and commits to a robust shared vision for the future, charting a course for growth and development while encouraging participation in the decision-making process by all relevant constituencies. My leadership blends a forceful and passionate advocacy for the institution and its programs and an assertive and compassionate leadership all the while mindful that the success of each student is the ultimate goal. My leadership strives to make conscientious change, being mindful of the effect change my leadership introduces may cause to students, faculty, and staff. My leadership relies heavily on personal values of honesty, integrity, and ethics.

Leaders don’t create followers, they create more leaders. This quote by Tom Peters best summarizes my philosophy of teacher leadership. As a teacher leader, it is up to me to inspire, direct, and encourage others so that stronger teacher, administrative, and student leaders may be born from the process. Teacher leadership involves collaboration between teachers, administrators, and teacher leaders with the goal of positively impacting the student learning environment. With student learning as the ultimate objective, teacher leadership “becomes an indispensable avenue for school improvement” (Coggins & McGovern, 2014, p. 21). So how do I as a teacher leader begin this process? I believe that teacher leadership can be achieved through three means: modeling, mentoring, and collaborating.

My leadership philosophy is founded on trust, integrity, open communication, proactivity, and purpose. This view will enable you to understand my values and expectations as your leader. Trust and integrity: Integrity is paramount in building trust between individuals and teams. I believe that for faith to thrive within the organization, culture of integrity, openness and honesty should be cultivated and maintained. As a leader, I intend to earn your respect and trust by being a person of good character, hardworking, honest, and decisive.

Through introspection and from experiences and observations of past and current administrators as well as the readings from the courses I have taken in the Leadership Program, my leadership philosophy has evolved and it conveys the core values and beliefs that I think form the foundation for an effective educational leader. The foundational tenets for my leadership philosophy include: a visionary leader that sees the big picture and sets clear, specific goals by developing a shared vision that depicts the school’s values through open communication among all stakeholders; building a purposeful community through shared leadership and working collectively as a team by facilitating PLCs in addition to empowering all stakeholders to have a sense

In order to make a difference in schools, we must first assess our problem areas and determine which weaknesses need support in order to ultimately boost student achievement. West Middle School suffers from a lack of innovative and research-based teaching strategies. It is not uncommon to walk up and down the halls and observe students sitting in straight rows and working on decade-old worksheets or drowning in the traditional lecture setting. This problem is compacted by our current administrator, who regularly demonstrates a Laissez-Faire leadership style. He tends to be hands off and trusts that his staff is making the best possible decisions they can for the students they serve. However, our achievement data and school culture are suffering as a result of this “status quo is dandy” approach. Administrators are becoming less managerial, and alternatively are required to take on a more significant role of instructional leaders. An instructional leader would serve West well. In order to make a real difference in my school, I need to possess teacher-leader traits that are grounded in leadership research, as I strive to inspire and direct action of my colleagues during times of change

I believe that leadership is a skill that cannot be developed overnight, instead it is a continuous learning process. In this leadership plan, I have focused on those aspects of leadership that I believe will require effort and action to enable my success, as well as those which will be important in future career changes. This plan would be updated and altered as required by life and circumstances. My leadership philosophy is based on my observations, life experiences, work place experiences and lessons learnt at PLC class by Eric Johnson. I have realized that leadership is a complex concept where a leader uses his knowledge, skills, and relationships to motivate, encourage, and mentor others in the achievement of common goals of his team and the organization. Every individual has a unique style of leadership which a leader uses to cater the needs of the people, he’s leading and the organization [1].

My philosophy of education is correlated to my vision of education and my role as an instructional leader. Excellent administrators possess personal characteristics of exemplary leadership talent in analysis of data, organizational constructs, leadership decisiveness, oral and written communication, technological confidence, personal motivation and educational integrity within school systems. Educational leadership is a vital position in which I persistently evaluate every decision I make on behalf of students; what is the educational value? Will all students benefit? Is it fiscally responsible? How do we sustain success? In order for students to be competitive locally, nationally and internationally, I am committed to providing effective,

My personal leadership philosophy is based upon a few core values that I follow. I live by honesty, hard work, loyalty, and strong support and care for family and friends. Some of the key attributes of a good leader are: providing direction and guidance, inspiring followers to always do their best, show courage and confidence to stand up for your beliefs, have a passion and commitment for what you are doing. A good leader will share their vision of success with the group and make sure everyone understands the direction that they need to go in. The leader needs to make sure that each member knows their expectations and how important their efforts are in reaching the goals of the organization. This means that a leader must empower others to have a sense of ownership for their work. This is accomplished by giving clear goals and objectives and then giving them the freedom to complete their objectives without micro managing them. Another leadership trait is the ability to motivate and inspire the group. The leader needs to be the spark that ignites inspiration and passion for the job. This can be accomplished by positive reinforcement while rewarding and recognizing good results. Good leaders will always lead by example and demonstrate the values of honesty and integrity. There is no grey line between what is right and wrong. To me honesty is being truthful to others while keeping your uprightness of character. It is matching what you say with what you do. A leader will always

Assessment: Students will articulate a personal theory of instructional leadership and specify a personal, professional mission statement as a guide to socially responsible, ethical leadership behavior.

GOALS: ​ My number one goal is to make an impression on each and everyone of my students. I want to have a healthy relationship with each of them, by knowing their interests and then helping them achieve them. Having a fun lesson plan to keep my students engaged and curious about what they will learn next, I never want to have a dull moment in my classroom.

I have written this leadership philosophy in order to create an environment of mutual respect, open communication and section cohesiveness. My philosophy centers on three simple values: sense of duty, integrity and respect. I believe these values provide the foundation for the positive atmosphere we all deserve.

To be an effective leader I believe in creating a positive climate and supportive culture amongst all. To do that I will ensure my school community members are motivated through rewards/recognition, affirmations, challenges, and personal and professional growth. My words will be used to encourage my team to give their best everyday and ensure that their vision is putting the students first. I want to lead a school that mirrors my core values of a strong work ethic, encouraging relationships, student achievement, organization, teamwork, and professional growth. I believe in the concept of putting others first, or Servant Leadership.

Throughout the readings, instructional district leadership that made the most impact dealt with incorporating collaborative objectives with regards to academic achievement. For instance, Waters & Marzano (2006) found effective superintendents ensure that the collaborative goal setting process results in nonnegotiable goal in student achievement and instruction (p. 4). Collaborative goal setting is one of the crucial aspects of instructional leadership. Specifically, effective goal setting is one of the most important characteristics a leader can utilize to drive instruction (Leaf & Odhiambo, 2017). In my experience in education, goal setting accomplishes providing direction and exercising influences with

The General Learner Outcome indicators describe the overarching goals for students to become lifelong learners. Educators can use the same indicators to become effective instructional leaders and lead learners to help the school improve student learning. As an Instructional Leadership Team (ILT) lead, the two GLOs most influenced my efforts are being a Community Contributor and an Effective Communicator.

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really