Turnaround Leadership

Throughout history there are examples of transformational leaders; charismatic people who others are naturally attracted to. Moreover, there are those who seem to have the innate ability to lead effortlessly for whom transformational leadership comes easily. For example, Florence Nightingale was a transformational leader whose influence continues to shape the evolution of nursing yet today. Nightingale’s leadership was mindful, with a clarity of purpose that has set the tone for nursing leaders throughout history (Hegge, 2011).

My research focused on a case study that depicted a school that was on the verge of collapse and how effective leadership can turn a negative situation into a positive outcome. After reading this case study, I noted several similarities to the movie “Stand and Deliver”, in regards to a school that was unable to obtain even a small degree of operational success, (Musca and Menendez, 1988). The support element was basically nonexistent, no one was assuming responsibility for their actions. Without established procedures there is no path to follow, which leads to corruption and disparity. Through effective leadership these problems were identified and corrected. Mike Odiotti and Judy Seiberlich successfully transitioned a school that was on the path of ruins and developing it into the school that it was destined to be, (Berger, Howard, &

In a study conducted by S.M. Johnson on the complexity of the superintendent’s role in school district leadership, she identified three types of leadership evident in the practice of successful superintendents: “educational leadership (focus on pedagogy and learning), political leadership (securing resources, building coalitions), and managerial leadership (using structures for participation, supervision, support, and planning)” (as cited in Fullan, 2006, p. 210). For the RTI change initiative, the superintendent showed these three types of

The researchers reviewed related educational peer-reviewed literature, as it pertained to their study. They reviewed literature topics related to transformational leadership, best practices of educational leadership, strategies for improved school culture, and leadership styles and its impact on teacher morale. The researchers identify in their review of the literature characteristics of “true” transformational leadership to include a leader’s ability to “lead by example and have the ability to articulate goals of the organization which

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

Throughout this book, Sergiovanni is attempting to reframe the role of leadership in a school from an old paradigm focused on management and control and the view that a school is a formal organization, to a new paradigm of empowerment through caring, acknowledging the expertise of teachers and students, and facilitating their active participation in the school.

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

This case study defined exceptional leadership, in how two people that were passionate in their beliefs could create positive change in a challenging environment. Odiotti and Seiberlich accepted the challenge and remained strong in their commitment to improve a high school that was in despair, (Berger, Howard, & Walker, 2010). They implemented change by first understanding the problems. They conducted several interviews and collected a substantial amount of data before implementing any drastic changes, (Berger, et al., 2010). After analyzing the data, they worked on developing sound solutions that addressed the critical problems, (Berger, et al., 2010). They realized that the school was operating without structure. Communication and positive interaction was nearly obsolete, which in turn created issues regarding trust and teamwork, (Berger, et al., 2010). They knew they had to break through the communication barriers and get to the heart of the problem, in order to establish relationships. Odiotti and Seiberlich started with the teaching staff, reestablishing the bond through positive interaction and commitment, (Berger, et al., 2010). They reinforced the need for accepting responsibility and encouraging positive behavior. They held the students accountable for their actions by implementing guidelines to establish a positive learning environment, (Berger, et al., 2010). Odiotti and Seiberlich supported their students by following the key elements of servant

So because of the lack of state and district support, leadership at the school level does not have the ability or the right setting to lead school improvement efficiently and effectively. This results in leadership trying to take an attitude of enforcing a top down approach with the policies and procedures placed in their hands and then defining them with a lack of focus. On the other hand, there is leadership with no clear direction or support from above, but expected to achieve the same unrealistic results.

This paper summarizes the article written by Cam Caldwell, Rolf D. Dixon, Larry A. Floyd, Joe Chaudoin, Johnathan Post, and Gaynor Cheokas regarding the need for a new type of leadership in today’s social work environment, defined as Transformative leadership. The article itself varies in the definition, however in a broad sense Transformative leadership is maintaining good moral standing and sound business ethics among employees and individuals inside and outside the workplace. However, in order to reach this theoretical level of business related moral and ethical leadership known as

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

Generating momentum for change can be innovative or challenging. The Change Leadership Group believes the successful leadership of transformational improvement process in schools and districts require sharpening capacities in two quite different directions at the same time:

The ability to gauge one’s situation and create strategies for progress and change is a leadership skill that superintendents will use their school district as they tackle difficult issues. In their book Artistry, Choice, and Leadership – Reframing Organizations, Bolman and Deal (2003) claim that the purpose of applying the four organizational frames to work within the system is for “gaining clarity, generating new options, and finding strategies that work”. School districts are complex because they are made up of people and people are complex. The ability to see situations from many angles and perspectives will allow for options when creating solutions, it will also provide insight when attempting to move people in your school

Transformational leadership. Burns (1978) is recognized as one of the earliest theorist on transformational leadership, who introduced transformational leadership over 30 years ago. Transformational leaders are perceived as leaders who uplift their employee morale, subsequently uplifting the entire organizational. Transformational leaders are known by their capacity to inspire followers to forgo self-interests in achieving superior results for the organization (Clawson, 2006). Avolio and Yammarino (2002) shared Bass’s explanation of transformational leadership as leaders who act as agents of change that stimulate, and transform followers’ attitudes, beliefs, and motivate from lower to higher level of arousal.

investigate how my personal ability to manage change has shaped my leadership of educational change. This discussion will be blended with examples of change in my personal life, my own leadership experience and references to the literature in the field of leading educational change.