Remaining Steadfast in My Vision as a School Leader

Remaining Steadfast in My Vision as a School Leader

Remaining steadfast in a vision for a school takes courage. Real courage begins when a principal leader steps from behind the lectern getting closer in words and deeds in a way that promotes collective work. Stepping from behind the lectern is not so much a physical thing, but a heart thing to be done with a sense of urgency that assures and motivates the staff. I realize that this is especially true in under performing schools that are struggling and faced with the challenges of 21^st century Common Core instructional shifts. As a school leader, I would include this approach within the first steps to remaining steadfast in my school’s vision. It is a way of coming along side the community of teacher learners while stewarding the vision in a way to build and maintain trust. Defining an atmosphere of trust helps a school leader to better orchestrate collaboration that needs to span from the first year teacher to the 45-year veteran teacher. With all of the demands on school leaders and their staff, it is not an easy task to cultivate a trusting atmosphere like the one suggested here as a catalyst for high performance.  It takes strategic planning.

A reflective leader plans for pitfalls that are likely to occur when a vision is driven by passion. The ability to adapt to inevitable change (daily events, societal life changing events etc.) is a major part of my educational philosophy. Change happens, and within those changes may come pitfalls. Sustaining the vision takes being able to effectively communicate complex ideas and goals driven by effective instructional practices nestled in a healthy school climate. Healthy relationships make up the foundation for a healthy climate.  A major task for the reflective leader is to help the staff to relate to one another in a way that builds relationships symbiotic in nature and driven by the common goal of academic student achievement and social growth. Relationship building among staff, students and staff, and the continuous overlapping of schools, families and communities must include all stakeholders. An inclusive school leader promotes dependent relationships where multicultural education efforts are full scale (Manning, 1996) and works to eliminate the digital divide by promoting digital equity for all students.

The content in the Organization & Administration course has met my individual needs for developing leadership strategies as an individual and as a member of a leadership team. The course design has been favorable for me allowing real world application that works. In order to effectively apply the skills and strategies that I have learned and continually build upon those skills, I must be intricately familiar with my school population.  This includes students/staff, their instructional needs and the needs of the families in the community. Leading in 21^st century schools will require me to be reflective in every aspect of the school’s system of operations. Collaborative planning that involves looking at student work at least monthly would be a strategy that helps to determine our focus for ongoing professional development. I am very interested in working to help turn around challenge (failing) schools. Working in a challenge school will require leadership strategies tailored to meet those unique needs.  It is important to develop goals that are sustainable through concensus building and measurable through qualitative and quantitative tools. It is critical. Stein (2012), a former marine turned educator, states that a leader who tries to lead by consensus while the ship is sinking is not good leadership practice. I agree. As a school leader, I must have the courage to do what is right for children. This approach is part of the quality decision-making skills that is required of a good leader.  Effective two-way communication and deliberate efforts to develop healthy relationships are major keys to successful leadership that leads to thriving schools.