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Reference: Bolman, L. G. & Deal, T. E. (2019). Reframing the...
Reference: Bolman, L. G. & Deal, T. E. (2019). Reframing the path to school leadership: A
guide for teachers and principals (3rd ed.). Thousand Oaks, CA: Corwin.
Answer the following question:
Bolman & Deal, p. 83, #2: Are there important topics that people are reluctant to talk about
in any school? Are there problems that everyone laments but no one does anything about? If
so, any of them represent a leadership opportunity for you or any future principal?
Reference: Khalifa, M. (2018). Culturally responsive school leadership. Cambridge, MA:
Harvard Education Press.
Answer the following question:
Khalifa, p. 79 #1 (for Principals): In what ways do you institutionalize critical self-
reflection in any school? How can you strengthen this institutionalization across the
multiple types/spaces of critical self-reflection?

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Respond to the following discussion questions: Discussion Questions should be at least 3-4 paragraphs long including citations Discussion #1 In my experience, I have seen both effective and ineffective leaders. Effective leaders have a number of positive characteristics. The most important characteristics is passion. In order to be effective, one must display a passion in their role. Passion is essential in higher education. While decision making is a critical part of being a leader, it should be accompanied with passion. Passion helps leaders to strive for the best interest of those who would be affected. For example, at an institution I worked at, there was a struggle of power between the dean of students and other administrators. The dean was attempting to meet the needs of the students by utilizing the budget to upgrade the student center; however, administration saw the need to utilize funds for other means. The passion of the dean to serve the students is what provided fuel to fight for change. Passion isn’t the only characteristic to be an effective leader of change. Good judgement and active listening are characteristics that an effective leader must also have. In order to strategically be effective, one must listen to the concerns of the stakeholders of the stakeholders and utilized good judgement in navigating the best interests of the institution. Part 2 Historically Black Colleges and Universities provide plays a more significant role in student development that minorities at Predominantly White Institutions. The key stakeholders to this issue are students, administration, and faculty. These stakeholders are relevant to this issue for several reasons. Minority students at Predominantly White Institutions deserves the same level of engagement as students at Historically Black Colleges and Universities. Minority Serving Institutions are the gold standard in terms of engagement. Administration are invested in this issue as well. Their mission is not only to develop students, but to provide a fair and comparable learning environment to those students as well. Faculty are also invested due to the fact that it is their role in the students’ future. Educators, just like all parents, want their students to have the best educational experience as possible. What is the benefit of attending a Predominantly White Institutions? What accommodations are made for minority students at Predominantly White Institutions? How do minority students fare at Historically Black Colleges and Universities? What challenges does student face as being a part of a minority culture at an institution? As educators, what is your emotional/psychological impact on students? These responses to these questions are important to addressing the problem, because these questions will give insight to issues that all three stakeholders are facing. These questions will provide a prospective into what students experience as being among the minority population. Additionally, di.

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n my work as a teacher educator over the past twenty years, the preparation of teacher leaders has been a guiding force (Phelps 1994). Informal surveys of my teacher candidates reveal that most intend to become leaders in their schools. Yet, achieving this goal involves more than a targeted outcome and willing participants. Helping teachers become leaders requires not only a desire to meet the challenge but also a definite plan. In this article, I present a model for shaping teacher leaders. Teacher educators, school administrators, and current teacher leaders can apply this tool to different work settings as they help more teachers to become leaders. Defining a Vision Before teachers can adopt leadership as a possibil- ity, they must understand its meaning. Definitions of leadership abound; however, sometimes the simplest is best. In this case, Barth’s (2001) view of leadership as “making happen what you believe in” is ideal (85). By removing job position from the picture, this defini- tion suggests that anyone can be a leader. As Daniel- son (2006) indicates, teacher leaders are not typically appointed to a designated position, yet they comple- ment administrative leaders. Implicit also in this leadership viewpoint is knowing what one believes or espousing a vision and understanding how to achieve that vision. Having a vision is an essential building block for teacher leadership (Barth 2001). At the preservice level teacher candidates should articulate their beliefs as part of professional education coursework and field experiences through journal entries and other reflective activities. Administrators and mentor teachers can assist beginning and veteran teachers with the refinement of their belief systems, going beyond the oft-touted “all students can learn” mantra. Time at faculty meetings can be devoted to sharing diverse beliefs about teaching and learning and discussing how teachers’ beliefs influence classroom practices. Administrators can encourage teachers to post vision statements on their Web sites and their classroom walls as well as include such statements on course materials provided to students and parents. Here is a teacher’s sample vision: This school and my classroom should be a community of students and teachers who feel safe enough to make mistakes, to share insights, and to take risks. The primary goal of the learning environment should be to engage teachers and learners in the process of thinking. In creating this environment, careful planning and positive relationships are essential elements. Because model- ing makes a difference in learning, I will strive to uphold high standards and expectations and to develop better problem-solving skills. Helping Teachers Become Leaders PATRICIA H. PHELPS Patricia H. Phelps, EdD, is a professor in the Department of Teaching, Learning, and Technology at the University of Central Arkansas, Conway. Copyright © 2008 Held.

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Please Respond to the following discussion posts in at least one of the following ways: Expand upon one of the topics a colleague described by sharing additional information and/or perspectives on the topic. Cite and explain resources related to a colleague’s topic–for example, a blog, a website, or a book–where additional information may be obtained. Respond to someone with similar interests. Ask questions to become better acquainted with your colleague. Discussion #1 Currently I am an instructor in Walden’s MSED program and a supervisor of student teachers for a local university. Before retiring from the public school system in Michigan, I participated in a pilot program, Arts Across the Curriculum, that implemented the curriculum in a magnet setting for 6 th graders. It was highly successful, raising testing scores at the end of the school year significantly ( Bolak , Bialach , & Dunphy , 2005). My primary motivation for pursuing a PhD is to qualify for continued work with Walden’s MSED program as an instructor, but I am excited about examining the following topics: In so many classrooms, in so many school districts across our nation, the emphasis is on scoring well on the mandated high stakes testing. Oftentimes the arts, i.e. music, dance/movement, drama, and visual arts, are overlooked or given low priority. But evidence is now emerging that shows that arts education can have powerful effects on student achievement. Moreover, these effects may be most profound for struggling students ( Rabkin & Redmond, 2006, p. 60-64). Consequently, this topic is important to me. Another topic that is of interest to me is the current controversial issue of Common Core Standards. I believe well-developed standards are important and that there should be some uniformity across our nation, but communities should not feel that they will lose all influence on what those standards should be or how they are implemented. A third topic that is of interest to me is how best to address the needs of English language learners and others with special needs. Some school districts, especially those with high ESL populations, are doing will with this issue, but not all. All students have a right to opportunities to succeed at learning. References: Bialach , D., Bolak , K., & Dunphy , M. (2005). Standards-based, thematic units integrate the arts and energize students and teachers. Mi ddle School Journal, 36(5) , 9-19. Rabkin , N. & Redmond, r. (2006). The arts make a difference. Educational Leadership, 63 (5), 60-64. Discussion #2 Today, I started on a new journey in my life. A journey that I pray leads me to an EdD in Educational Administration and Leadership. Each of us approaches leadership with a unique set of beliefs and attitudes about the nature of people and the nature of work ( Northouse , 2009). Being able to understand as much as I can about my leadership style and about being a leader is essential. And that is one reason that I a.

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