A Relationship Among Public School Leadership, Ethics, and Student Achievemen...guest3c8a16c
A Relationship Among Public School Leadership, Ethics, and Student Achievement by Dr. Christopher Hughes and Dr. Don Jones
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Understanding Quality Culture (award winning paper) by Ulf-Daniel EhlersUlf-Daniel Ehlers
The paper aims at developing a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and proposes an enhanced model for quality culture in educational or-ganisations.
A Relationship Among Public School Leadership, Ethics, and Student Achievemen...guest3c8a16c
A Relationship Among Public School Leadership, Ethics, and Student Achievement by Dr. Christopher Hughes and Dr. Don Jones
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Understanding Quality Culture (award winning paper) by Ulf-Daniel EhlersUlf-Daniel Ehlers
The paper aims at developing a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and proposes an enhanced model for quality culture in educational or-ganisations.
Management Role Performance Appraisal of State Elementary School Heads in Nor...ijtsrd
Management role performance appraisal is very essential to gauge the success and whereabouts of any organization. Using descriptive evaluative correlational method this study sought to determine the management role performance of state elementary school heads in the province of Northern Samar, Philippines. A total of 100 school heads and 300 teachers were selected as participants for this study. This study bank on Minstzberg’s management role conceptual categories, to wit interpersonal managing through people informational managing be information and decisional managing through action . Data revealed that the appraisals made by the school heads themselves and their teacher constituents are both outstanding. It can be noted however, that the appraisal rating performed by the teacher constituents is way higher than the self administered appraisals of the school heads. Leah A. De Asis | Brenfred N. Romero "Management Role Performance Appraisal of State Elementary School Heads in Northern Samar, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38468.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/38468/management-role-performance-appraisal-of-state-elementary-school-heads-in-northern-samar-philippines/leah-a-de-asis
In early childhood context, administration and management turns out to be quite challenging.
This Management in the Early Years paper will take a close look at the role of manager and how the setting of early years can be managed successfully. A good example of early year’s management is the Effective Provision of Pre-School education Project based on the fact that it has strong connection on qualifications and excellence of service provided by a manager in early setting.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Com...William Kritsonis
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Population Groups in Texas High Schools - Dissertation Chair: William Allan Kritsonis
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
Management Role Performance Appraisal of State Elementary School Heads in Nor...ijtsrd
Management role performance appraisal is very essential to gauge the success and whereabouts of any organization. Using descriptive evaluative correlational method this study sought to determine the management role performance of state elementary school heads in the province of Northern Samar, Philippines. A total of 100 school heads and 300 teachers were selected as participants for this study. This study bank on Minstzberg’s management role conceptual categories, to wit interpersonal managing through people informational managing be information and decisional managing through action . Data revealed that the appraisals made by the school heads themselves and their teacher constituents are both outstanding. It can be noted however, that the appraisal rating performed by the teacher constituents is way higher than the self administered appraisals of the school heads. Leah A. De Asis | Brenfred N. Romero "Management Role Performance Appraisal of State Elementary School Heads in Northern Samar, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38468.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/38468/management-role-performance-appraisal-of-state-elementary-school-heads-in-northern-samar-philippines/leah-a-de-asis
In early childhood context, administration and management turns out to be quite challenging.
This Management in the Early Years paper will take a close look at the role of manager and how the setting of early years can be managed successfully. A good example of early year’s management is the Effective Provision of Pre-School education Project based on the fact that it has strong connection on qualifications and excellence of service provided by a manager in early setting.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Com...William Kritsonis
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Population Groups in Texas High Schools - Dissertation Chair: William Allan Kritsonis
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since 2006 he has chaired 22 doctoral dissertations wherein students have graduated. He lives in Houston, Texas.
Holt, donna at cross purposes with a developmental mathematics course focus v...William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
The Influence of Parents on the Persistence Decisions of First-generation Col...William Kritsonis
The Influence of Parents on the Persistence Decisions of First-generation College Students by Dr. Steven B. Westbrook and Dr. Joyce A. Scott - NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and m idle managers. While the need for effective leaders is widely acknowledged, there is much less certainty about which leadership behaviours are most likely to produce favorable outcomes. I examine the theoretical underpinning s for the field of educational leadership and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Principals Leadership Styles and Its Effects on Students’ Academic Achievemen...ijtsrd
Leadership is widely regarded as a key factor in accounting for differences in the success with which schools foster the learning of their students. Indeed, the contribution of effective leadership is largest when it is needed most there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors within the school also contribute to such turnarounds, leadership is the catalyst. But there is much yet to be learned about who provides such leadership, how it is productively distributed across the school system e.g., state, district, school and classroom and what stimulates its development. Dr. Mbonteh Vivian Mbole Nkong "Principals Leadership Styles and Its Effects on Students’ Academic Achievement in South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49710.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49710/principals-leadership-styles-and-its-effects-on-students’-academic-achievement-in-south-west-region-of-cameroon/dr-mbonteh-vivian-mbole-nkong
Journal of Higher Education Policy and ManagementVol. 34, No.docxtawnyataylor528
Journal of Higher Education Policy and Management
Vol. 34, No. 1, February 2012, 67–78
Distributed leadership: a collaborative framework for academics,
executives and professionals in higher education
Sandra Jonesa*, Geraldine Lefoeb , Marina Harveyc and Kevin Rylanda
aRMIT University, Melbourne, Australia; bUniversity of Wollongong, Wollongong, Australia;
cMacquarie University, Sydney, Australia
New models of leadership are needed for the higher education sector to continue to
graduate students with leading edge capabilities. While multiple theories of leadership
exist, the higher education sector requires a less hierarchical approach that takes account
of its specialised and professional context. Over the last decade the sector has explored
new leadership approaches based on public and private sector models accompanied by
an increase in managerial control, market competition, government scrutiny and organ-
isational restructuring. These changes have increased the gap between academics and
‘other’ staff as academic autonomy has been reduced. This paper presents a distributive
leadership approach that places emphasis on collective collaboration rather than individ-
ual power and control. It describes a self-enabling tool developed from the experience
of four Australian universities that used a distributed leadership approach to build lead-
ership capacity in learning and teaching. The authors identify that while the intent of
the original project did not include building collaboration between academics and exec-
utive and professional staff, the outcome was recognition of the importance of both a
multi-level and cross-functional approach to leadership.
Keywords: cross-functional; distributed leadership; multi-level collaboration
Introduction: Leadership in higher education
New approaches to leadership in higher education are being explored as universities face
the dual challenges of competing in a globally competitive world while at the same time
designing opportunities to build and develop sustainable leadership. While similar chal-
lenges are experienced in all industries, higher education occupies a unique position given
its role in the development of new knowledge and dissemination of existing knowledge. The
higher education sector has been subject to a plethora of change over the last 20 years that
has several elements: an increase in managerial control (managerialism); an increase in
competition (marketisation); increased scrutiny alongside greater devolved responsibility
(audit); and a remodelling of structures and operations on corporate organisations (corpo-
ratisation), (Szekeres, 2004). This has resulted in increased academic staff resentment as
their autonomy has been reduced and new administrative units have been established and
an impending crisis of leadership facing the sector (Coates et al., 2009). This led Lumby
(2003, p. 283) to describe this as ‘waves of managerialism’ that vary from ‘overt oppression
to subtle mani ...
Dr. Christopher Hughes and Dr. Don Jones, Walden Universityguest3c8a16c
Dr. Christopher Hughes and Dr. Don Jones, Walden University, national refereed article published in the National FORUM of Educational Administration and Supervision Journal, 27(2) 2010.
Dr. William Allan Kritsonis, Editor-in-Chief
National FORUM Journals
17603 Bending Post Drive
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
Houston, Texas 77095
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Similar to Dr. William Kritsonis, National FORUM Journals, www.nationalforum.com (20)
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.com
1. Transforming the Currency of Educational Leadership into Cultural and
Social Capital as Transformational Leadership
RoSusan D. Bartee, PhD
University of Mississippi
ABSTRACT
‘What we know and what we must be able to do’ remains a simply stated, yet
complex endeavor for the educational system of leadership in 21st
century schools. The
currency of educational leadership and its capacity to exchange into effective educational
leadership become indicative of what transpires within the context of schools irrespective of
the backgrounds of students and stakeholders. In effect, transformational leadership uses
the R2
of resources as cultural capital and relationships as social capital to produce the
results of a transferable model of leadership practices for 21st
century schools.
Key Words: transformational leadership, cultural and social capital
‘What we know and what we must be able to do’ remains a simply stated, yet complex
endeavor for the educational system of leadership in 21st
century schools. The ‘what we knows’
of leadership are grounded in theoretical constructs that offer frameworks for understanding
multi-faceted dynamics of educational leadership. Theoretical constructs of educational
leadership are based upon historical and contemporary perspectives, demonstrating how
leadership functions within institutional roles and relationships, as well as individual behaviors
and boundaries (Hoy & Miskel, 2008; Howell & Costley, 2006). The ‘what we must be able to
dos’ of educational leadership are practical, evidence-based approaches used to address emerging
issues or emanate challenges in school contexts. Particularly, given the era of NCLB, educational
leaders subscribe to empirically-based practices for achieving desired student outcomes.
In many ways, the successful integration of theory and practice is exemplary in
transformational leadership, given its capacity to foster selfless commitment toward a collective
cause irrespective of critical differences between the stakeholders and the cause being served.
The transferable currency or embodied capital of transformational leadership, in essence,
demonstrates how “our [educational leaders’] role goes beyond the bounded organizational
context and extends into the wider social context within which schools are located and from
which our students come” (Shields, 2006, p. 64).
Accordingly, this conceptual paper on transformational leadership for 21st
century
schools examines how traditional models of leadership inhibit the capacity to change or recreate
school contexts. It also examines how transformational leadership uses the R2
of resources and
relationships, with resources as cultural capital and relationships as social capital to produce a
transferable model for leadership practices for 21st
century schools.
85
2. Conceptual Perspectives on Educational Leadership as Policy and Practice:
21st
Century Schools and Capital Forms
The role of leadership is fundamental to the administration and governance of organizational
contexts. Hoy and Miskel (2008) suggest the following definition of leadership:
Leadership is a social process in which a member or members of a group or organization
influence the interpretation of internal and external events, the choice of goals or desired
outcomes, organization of work activities, individual motivation and abilities, power
relations, and shared orientations. Moreover, as a specialized role and social influence
process, leadership is comprised of both rational and emotional elements with no
assumptions about the purpose or outcome of the influence efforts.
Leadership or, rather, the effectiveness of leadership is linked to the influence occurring on
macro- and/or micro-levels. From the macro levels of No Child Left Behind (NCLB) policy and
procedures to the micro-levels of interactions and interests of students, parents, teachers, and
other primary stakeholders, educational leadership becomes the symbiotic representation of
people, policy, and precedent. The process-oriented nature of leadership positions it as being
more complex than an educational system, based upon inputs and outputs.
Fundamental assumptions of traditional leadership, nonetheless, posture leadership as an
organizational function which is both rational and technical in its conception and projection (Hoy
& Miskel, 2008; Shields, 2006; Cline & Necochea, 2000; Fullan, 1999). More specifically, Day
(1990) indicates how “power with versus power over” becomes a challenge for top-down
approaches of leadership (p. 58). Such assumption negates consideration about the impact of
institutional or organizational factors upon individual attainment or performance outcomes.
Other fundamental assumptions of traditional leadership indicate a focus on inherited values and
human nature (Gorton & Alston, 2009; Fairholm 2000). Such assumptions emphasize subjective
components of leadership driven by personality and not the demands of the position.
Recognizing the significance, status-quo theoretical perspectives of traditional leadership
become critical to understanding the implications of transformational leadership within 21st
century schools.
A fundamental question in this discussion on leadership practices for 21st
century schools
is: What are 21st
century schools? The role of 21st
century schools is to prepare students
holistically in cognitive, affective, and social ways to meet societal demands (Helm, Turckes, &
Hinton, 2010; Rotherham & Willingham, 2009; Manthey, 2008; Hardy, 2007). Thematic
implications of knowledge, skills, and dispositions become the shared characteristics of the
holistic approach to achieve desired outcomes. Bassett (2005) situates 21st
century schools as
espousing a leadership vision for proficiency, fluency, multicultural literacy, and high-quality
performance for students in various areas. Proficiency is represented in the type of curriculum;
fluency is represented in areas beyond technical competencies into the non-technical areas of
leadership, decision-making, and ethics; multicultural literacy is inclusive of those individuals
who are familiar with the history and experiences of diverse groups, and high-quality
performance involves commitment to extracurricular activities (Bassett, 2005). The leadership
vision is inclusive of those non-academic, un-traditional, and in-formal factors which exclusively
impact the educational process. A synthesis of these major components can be found in
Waterman’s (2009) report, 21st
Century schools: A world class education for every child. The
report, issued by the Great Britain Department for Children, School, and Families, provides a
86
3. description of the features of 21st
century schools based on standards and stakeholder
responsibilities, individually and collectively. A graphic description of these components appears
below.
On an individual basis, the illustration suggests that 21st
century schools require specialized
curricular and pedagogical approaches to enhance the teaching and learning process. On a
collective basis, the graphic indicates that standardized approaches for teaching and learning
from the realms of educational policy and practice must be established.
Conceptions of diverse forms of capital, nonetheless, become useful for understanding
the role of 21st
century schools and their capacity to effect transformative change. Bartee and
Brown (2007) assert the following: “Distribution of capital in home and school settings affects
the types of educational outcomes and the quality of lifelong opportunities individuals are able to
enjoy” (p. 1). In essence, capital is valuable in meaningful ways, unique internally and externally
to the school context. The form of cultural capital consists of “acquired knowledge that stems
from affiliations with particular traditions” (Bartee & Brown, 2007, p. 53). Cultural capital is
essentially acquired through the academic curriculum provided by the schools and the
nonacademic experiences provided by the home. The form of social capital is comprised of
networks and associations through which access is made available (Bartee & Brown, 2007;
Bourdieu, 1984; Bourdieu, 1990; Coleman 1988). Social capital is acquired as a human resource
which personal or professional relationships offer.
In light of NCLB, the policy and practice of educational leadership demand strategic and
deliberate approaches to attain accountability and achievement without compromising the
integrity of the student learner. Elmore (2003) indicates the need for a shared approach toward
leadership among system-level administrators to address macro- and micro-levels involving
school improvement; five parameters are suggested for consideration:
1) Internal accountability precedes external accountability…Educators are usually people
to whom things happen, not people who make things happen. (p. 9)
2) Improvement is a developmental process that proceeds in stages; it is not a linear
process…We learn in part by tearing down old preconceptions, trying out new ideas and
87
4. practices, and working hard to incorporate these new ideas and practices into our
operating model of the world. (pp. 9-10)
3) Leadership is a cultural practice…Leaders understand that improving school
performance requires transforming a fundamentally weak instructional core and the
culture that surrounds it into a strong explicit body of knowledge about powerful teaching
and learning that is accessible to those who are willing to learn it. (p. 10)
4) Powerful leadership is distributed because the work of instructional improvement is
distributed…Schools that are improving seldom, if ever, engage exclusively in role-based
professional development, that is, professional learning in which people in different roles
are segregated from one another. Instead, learning takes place across roles. Improving
schools pay attention to who knows what and how that knowledge can strengthen the
organization. (p. 10)
5) Knowledge is not necessarily where you think it is…Most of the knowledge about
improvements is in the schools where improvement is occurring, and most of those
schools are, by definition, schools with a history of low performance. (p. 10)
These views regarding school improvement efforts mirror characteristics of transformational
leadership. Transformational leadership is not status quo: “Followers become leaders and leaders
become change agents and ultimately transform the organization” (Hoy & Miskel, 2009, p. 448).
Traditional leadership maintains the status quo. Transformational leadership is not stagnant, but
comprised of idealized influence, inspirational motivation, intellectual stimulation, and
individualized consideration, the four I’s (Bass & Riggio, 2006). Traditional leadership
reproduces similar outcomes. The intersection of educational leadership and diverse forms of
capital within 21st
century schools provides the framework for examining the implications of
currency of exchange leadership for transforming school contexts.
Intersection of Transformational Leadership and Cultural Capital
An important uniqueness about 21st
century schools and their leadership practices
is the shared focus on knowledge and the inherent value it possesses. Knowledge is either
considered academically-generated (school) or non-academically-generated (experience).
Irrespective of the source, acquired knowledge informs capacities to think, reason, analyze, and
decide. In both cases, transformational leaders understand the need for diversified curricula
toward improving student outcomes (Sanchez, 2003; Wagner et. al, 2006). Such (non)academic
knowledge becomes a resource of cultural capital for students and currency valued within the
(ex) change of educational leadership.
Diversified curricula prepare students with the requisite cultural capital to be informed
about legitimate content matters acquired from school. Sanchez (2003) asserts the following:
“…academic programs must compel students to go beyond memorizing a hodgepodge of facts.
Schools must help students become independent learners who think…apply their knowledge,
reflect on their learning...schools must help our children create, find…overwhelming amounts of
knowledge and information...” (p. 31). There is a clear recognition of the need to be informed
about traditional content knowledge which, in essence, aligns with the rational, traditional
approach of leadership toward maintaining status quo. What becomes different, however, is the
approach taken in the dissemination of the knowledge. Bass and Riggio (2006) view
transformational leadership as intellectual stimulation that encourages the delivery of content and
88
5. pedagogical realignment for teaching and learning. More specifically, “Transformational leaders
stimulate followers to be innovative and creative by questioning old assumptions, traditions, and
beliefs; reframing problems; and approaching old situations in new ways” (Hoy & Miskel, 2008,
p. 447).
Diversified curricula demonstrate the value of experiences acquired within the family
context as an acceptable form of knowledge. This type of (non)academic knowledge is to be
integrated into the learning process as a venue for bridging the knowledge gap between the home
and school. Neuman (2010) states the following:
High quality programs often involve students in project-based learning experiences that
give them opportunities to discover and reflect on phenomena in their real worlds and
communities…Such activities give voice to students’ need to engage in productive and
meaningful work. (p. 33)
Consequently, this approach authenticates the experiences of students from diverse backgrounds
which often get marginalized in the larger societal context. Bass and Riggio (2006) offer a
second dimension of transformational leadership that promotes individualized consideration with
its focus on the holistic needs of the students involved. Hoy and Miskel (2008) advance this
assumption as illustrated in the following: “Individualized consideration means that
transformational leaders pay particular attention to each individual’s needs for achievement and
growth” (p. 447).
In many ways, the leadership model exemplified by Capital Preparatory Magnet School
in Hartford, Connecticut demonstrates how the cultivation of cultural capital becomes a
manifestation of the vision of building a community of change agents as espoused by the
visionary Dr. Steve Perry (Capital Preparatory Magnet School, 2010). The mission of Capital
Preparatory Magnet School is identified as “a year round college preparatory school
designed to engage students in social justice themes exploring issues of equality, democracy,
economic opportunity, intellectual freedoms, environmental protection and human rights”
(Capital Preparatory Magnet School, 2010). The focus of using knowledge as a form of
social justice informs the thought processes of the students and its stakeholders. Given that
one of the major graduation requirements is a research-based social justice project where
students are required to explore a problem through data collection and analysis, where
students gain meaningful practical experiences based upon their capacity to transfer their
curricular, theory-generated model of becoming skilled information processors, collaborators,
empathetic and knowledgeable citizens, and problem solvers into something meaningful (Capital
Preparatory Magnet School, 2010). Consequently, it is not surprising that Capital
Preparatory Magnet School is being touted as one of America’s Best High Schools, and its
currency and capital transfer into sending every graduate to a four-year college. Capital
Preparatory Magnet School is transformational leadership in action.
Intersection of Transformational Leadership and Social Capital
Another characteristic of 21st
century schools and their leadership practices is the
mutually reciprocating element involving relationships between institutions and individuals. Like
knowledge, (non)traditional skills are acquired through academic or nonacademic experiences
which provide technical competencies to perform a given task. The quality of relationships,
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6. however, gets forged based upon the capacity at which the task involved is considered to be
acceptable or valued by the other party. Transformational leaders recognize the need for
establishing relationships with multiple stakeholders who may or may not fit the status quo
(Hoyle, 2001; Wagner et. al, 2006). Such un-traditional skills become useful in relationships
affording social capital for students and currency valued within the (ex) change of educational
leadership.
The relationships established between the educational leaders and respective internal and
external stakeholders offer more access and opportunities for students to be involved. Walser in
Manthey (2008) indicates 21st
century skills as the following: “critical thinking, problem solving,
collaboration, written and oral communication, creativity, self-direction, leadership, adaptability,
responsibility, and global awareness” (p. 15). From an internal perspective, these are skills which
need to be developed within the context of the relationships between the student and teacher,
student and administrator, and the student and other students. While traditional leadership
considers relationships as naturally evolving around personal interests, transformational leaders
consider internal relationships as goal-oriented and, therefore, investments must be made in
different ways to forge trust and buy-in. In transformational leadership, idealized influence, the
third dimension, serves as a motivating force to be part of something greater and larger than the
individual self (Bass & Riggio, 2006). “Idealized influence builds trust and respect in followers
and provides the basis for accepting radical and fundamental changes in the ways individuals and
organizations do their work” (p. 446).
From an external perspective, the relationships of social capital as established or inherited
by the educational leader, provide the venue to encourage involvement in extracurricular
activities. Extracurricular activities prepare students with skill sets that prepare them for life in
different ways. Sanchez (2003) asserts the following:
School must also help our children develop into well-adjusted individuals who can thrive
in a world that is increasingly characterized by difference, diversity, and rapid change.
Our children must be able to easily navigate this world of difference if they’re to
succeed…Finally, if our children are to be prepared to succeed in this 21st
century world
and, in fact, to transform it into a good place in which to live and work, they must be both
socially and environmentally responsible; they must be team players of our communities
and society. So, we must help our children develop the communication, interaction and
civic skills to live in a world that is high touch as well as high tech: a world that is
characterized as much by interdependency as by diversity. (p. 32)
Extracurricular activities become the gateway for students to gain social capital and to get
a first-hand understanding about the importance of relationships and the skills in them. The
fourth dimension of transformation in the Bass and Riggio (2006) model, inspirational
motivation, encourages individuals to be involved because of their capacity to make a difference.
“Transformational leaders energize people by projecting an attractive and optimistic future,
emphasizing ambitious goals, and creating idealized visions for the organization and clearly
communicating to followers that the vision is attainable” (Hoy & Miskell, 2008, p. 447).
Many of the tenets of the transformational leadership model are demonstrated within the
vision of the Harlem Children’s Zone and the visionary Mr. Geoffrey Canada. The Harlem
Children’s Zone identifies best-practice programs for children of every age, through college.
This program illustrates the fundamental principles of helping students, in a sustained way, to
have access and start as early as possible to create a network of people who understand what it
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7. takes to achieve (Harlem Children’s Zone, 2010). Social capital is embodied within this
transformational leadership approach since it integrates a (non)traditional skill of relationship
building and network access as part of its curricular approach. Through the cultivation of social
capital, the idea is that students will be surrounded with access to human resources who offer
systems of enduring support and quality information until a tipping point is reached (Harlem
Children’s Zone, 2010). The transformational leadership within the Harlem Children’s Zone
shows how significant concern for the follower’s beliefs and values are critical toward sustaining
the buy-in and inspiration of the followers, as well as the capacity to generate results. Such
efforts have received national attention from President Barack Obama as he encouraged the
creation of "Promise Neighborhoods" across the country, based on the comprehensive, data-
driven approach of the HCZ Project (Harlem Children’s Zone, 2010). Harlem Children’s Zone is
a unique intersection of social capital and transformational leadership as a twenty-first century
school.
Conclusion
In this literature review, there are several implications of transformational leadership for
21st
century schools. The conceptual perspectives on transformational leadership offer a useful
framework for examining nontraditional ways of approaching “what we know” and “what we
must be able to do.” The four I’s, as articulated by Bass and Riggio (2006), influence,
inspirational motivation, intellectual stimulation, and individualized consideration, need to be
integrated within the context of school in order to foster a teaching and learning environment
where all students can be successful. The integration of capital forms and transformational
leadership is unlike traditional forms of leadership, given its focus on expanding access to groups
who are non-traditional, who do not fit the status quo, and who do not have privilege to quality
networks and informational sources. Simply stated, what 21st
century schools must know and be
able to do is understand how the currency of transformational leadership is transferable into
infrastructural capacities which generate cultural and social capital and thereby can be used as a
mechanism for improving educational outcomes for students and stakeholders alike.
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Author
RoSusan D. Bartee is Associate Professor, Department of Leadership and Counselor Education,
School of Education, at the University of Mississippi.
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