1. Running head: INNOVATIVE LEADERSHIP 1
Project 1: Innovative Leadership-The Leadership Model for our 21st
Century Learners
Dominica R. Felici-Skal
New Jersey City University
"I have included all of the required components as outlined in the syllabus."

2. INNOVATIVE LEADERSHIP 2
The purpose of this paper is to present an educational leadership model appropriate for today’s
education. The first idea that caught my eye and started the wheels turning was the
statement, ‘there are not enough good principals in today’s society’ (Jackson, D., 2000). How
could there be with the New Jersey state requirement of only five years teaching experience
to become a principal or supervisor? Yet that argument has the rebuttal of whether the
instructional leadership component is part of the administrator’s job since administrators have
limited access to the students. But should they? Is their job truly managerial, the job of a
transformational leader? Yet, administrators have the role of evaluating teachers and making
decisions about professional development based on teacher assessments. My divergent, eclectic
thinking led me on a journey in search of the 21st
Century Innovative Leadership Model with
regard to the growing mindset of a creator. In other words, the innovative leadership model
needed the ability to combine the strengths of both the instructional and transformational
leadership models, as well as create. ‘Transformational leaders are charismatic leaders, who
have the ability to define and clarify the vision of the group’s goals according to their voice.
Transformational leaders create ethical, democratic school environments, which provides
everyone with a voice and listening ear in the decision-making process, which in turn, inspires
dedicated followers to work towards common goals to serve our future adults to the best of our
ability’ (Sagnak, M., 2010). ‘Instructional leaders have the ability to coach or provide
professional development through their assessments of teachers’ quality of instruction versus
students’ rate of growth’ (Nidus, G. & Sadder, M., 2011). Likenesses unite, differences enrich is

3. INNOVATIVE LEADERSHIP 3
the mindset of the Innovative Leader in today’s educational world with discussions of
differentiated instruction, assessment, standards, curriculum and teacher quality.
‘According to Carol Dweck’s book entitled, “Mindset” the theme of the fixed versus
growth mindset in terms of abilities, intelligence and talents concluded that individuals have the
opportunity to move from one mindset to another. However, the mindset of the innovative
leader leads to the creation of new and improved ideas’ (Couros, G., 2014). Thus, 21st
century
learners are provided with opportunities from diverse perspectives and rationales from inspiring
networks of thinkers. The innovative leader is appropriate in today’s education due to the focus
on finding evidence to create original perspectives as stated in The Common Core Standards and
PARCC. In terms of creation, the Innovative Leadership Model amplifies the process rather
than the product through utilization of technology as a tool. ‘The Innovative Leadership Model
is appropriate in today’s education due to the ability to share the process of the utilization of
technological tools to create real-life learning experiences that raise awareness to student
interests, start conversations, find answers to their questions, join partners, change minds,
make a difference, take action and drive change’ (Couros, G. 2014). Hannah Alper is an example
of an innovative process created by a ten-year student through social media to raise awareness
topics that she takes to heart through reflective evidence. Does this process correlate with
Common Core objectives and school curriculums? The innovative leader will provide direction,
based on the collaborative voices of students, teachers, parents, administrators and community
to create a resilient team, research-based revolving pathway that searches for problems.

4. INNOVATIVE LEADERSHIP 4
References
Couros, G. (2014). The principal of change: The innovator’s mindset. Retrieved from:
http://georgecouros.ca/blog/archives/4728
Jackson, D. (2000). The school improvement journey: Perspectives on leadership. School
Leadership & Management, 20 (1), 61-78. Retrieved from: doi: 10.1080/13632430068888
Leithwood, K.A. (1992). The move toward transformational leadership. Educational
Leadership, 49(5) 8-12. Retrieved from:
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199202_leithwood.pdf
Nidus, G. & Sadder, M. (2011). The principal as formative coach. Educational Leadership,
69 (2), 30-35. Retrieved from: http://www.ascd.org/publications/educational-
leadership/oct11/vol69/num02/The-Principal-as-Formative-Coach.aspx
Sagnak, M. (2010). The relationship between transformational school leadership
and ethical climate. Educational Sciences: Theory & Practice, 10 (2), 1135-1152. Retrieved
from: http://files.eric.ed.gov/fulltext/EJ889202.pdf