1. ©Miranda Pond
Organic embodiment of strategic management is the operative essence of an educational
leader. The organic embodiment is the focus of my beliefs. It is a state-of-being within an
educator.
Educational leadership is the transcendence of an educational practitioner. It s the full
manifestation and altruistic cross-systemic re-application of that ounce-of-being that often drives
one into our profession. It is that embodiment at its fullest and finest transforming practice in a
massive, collective output over time. It is both a historical manifestation of the best of what was
individually; and a transcendent outputting influence of what can be, collectively.
Educational Program Influencers must value; communication, cross-functional and cross-sector
collaboration, strength-based and trauma informed youth-and-community-centered practices,
unwavering ethics and integrity, justice, accountability, results and outcomes systems thinking,
transformation, adaptability, innovation, creativity and diversity.
Educational program leaders hold problem-solving mentalities; believing shared-vision and
objectives are obtainable, possible and amidst fruition. They believe in reaching improvement-
outcomes, creating systemic change and change-agents within their sphere of influence. They
believe in global development of social and cognitive capitol benefiting an eventual global
economic workforce and society.
Relationally, the dynamic between the program leader and the stakeholders is cornerstone.
The role of leaders in the educational community is to equip, support and train those within
their influence to meet, and exceed planned goals; to exemplify anticipated expectations in
the facilitation of meeting those goals. The school leader is there to ensure equitable
access to a free and appropriate public education while maintaining increasingly high
support for professional educators to continually perfect and adapt their teaching craft.
I believe leaders in the educational community are brokers of higher-order-systems-of-
change. Educational Administrators are resource brokers, whether those resources are
community resource and referrals to family and student or if it is the development of human
capital within the professionals in their care. Staff support, in the context of educational
leadership, is subjective and highly individualized to the individual teacher being supported.
This viewpoint is contingent, to a significant degree that the teacher-administrator team truly
possesses a shared-vision, or likely, challenges will occur in their teamwork.
PhilosophyOf:Leadership&Influence
A healthy social life is found only when in the mirror of each soul the whole community finds its
reflection, and when in the whole community the virtue of each one is living Rudolf Steiner