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Conclusions referring to Paper: ‘More distributed leadership and less managerial leadership’
If there is something that anyone in any authority position must be willing to provide to inspire action and achievement, it is leadership. So what happens to our schools and the teachers and administrators who guide their policies? What could we consider the most important school leadership practices to follow so that any school is successful?
Of course, it would be useful to define first what a ‘successful’ school is like. It would probably mean different things for different educators, but here is a vision for you to consider. For me, a successful school prioritizes learning focused on the future and seeks to guide your staff and students towards the passion for learning and creative and collaborative growth. In addition, a successful school seeks to model and encourage the best practices of school leadership as something that not only falls on administrators according to the affirmation of the authors (Maureira, Moforte, & González-García, 2014). In other words, a successful school realizes that true leadership is everyone’s matter under its roof: teachers, administrators and students who work together so that their school is exceptional.
However, it is most frequent that the administrators of a school lead the way, and the truth is that students and teachers perform better when they are directed by high quality leaders. Part of being a good leader is to be visible. As stated (Sullivan, 2005) directors and other leaders should not be visible only for students or teachers who have done something wrong. They must inspire as many students and teachers as they can. Leaders must also demonstrate their concern about the achievement of students and teachers in many ways. They cannot expect students and teachers to worry about their performance if they do not show that they care.
Modern educational leadership is complex and demanding. The challenges include the restoration of new national visions, the elaboration of new educational objectives for schools, the restructuring of educational systems at different levels, privatization and diversification of school education, all at the macro level, and being proactive to faceThese contextual challenges using various strategies.
Effective leadership begins with extensive knowledge of the educational environment: individual needs of students, strengths and weaknesses of staff members, aspects of instructional programs, student data and schedules. It is the way in which school leaders weave these data sources together that feel the basis for effective school leadership. It should be noted that strategic leadership is strongly linked to the organization’s vision.
As such, vision is an essential part of strategic leadership. Without it, the staff and school staff are not working to achieve the same objective and, therefore, they will disagree, decreasing progress and preventing success. The following four points are essential to incorporate leadership vision in the school environment according to (Leonard & Straus, 1997):
- Outstanding leaders must have a vision for their organizations.
- The vision of a school must communicate in a way that ensures the commitment of other members of the organization.
- Vision communication requires communication of its meaning.
- Attention should be paid to the institutionalization of the vision so that the leadership is successful.
Successful schools highlighted in research consistently demonstrate strong aspects in each of the four key factors of effective school leadership. In these schools, his successes began with the director establishing a collaborative approach to leadership. Clearly asserts him (Prentice, 2004), a director does not need to have all the answers. You must know the right questions you should ask, and must encourage the environment to enhance a shared sense of property in the problem and a shared sense of property in the solution.
The best leaders, regardless of what industry they work, know that they will never know everything. They are humble in their knowledge, but they trust their skills. They are infinitely curious people who never stop questioning and learning. Harvard Business Review expressed it perfectly when they said:
As indicated that a true sense of personal commitment is needed, especially after having reached a position of power and responsibility, to strive to grow and challenge conventional wisdom. That is why two of the most important questions faced by leaders are as simple as deep: are you learning, as an organization and as an individual, as fast as the world is changing? Are you as determined to remain interested as being interesting? Remember, what you learn after knowing is what counts.
- Bersin, j., & Chamorro-Premuzic, T. (2019, August 27). Hire Leaders for What They Can Do, Not What they have done. Harvard Business Review. Retrieved from https: // HBr.Org/2019/08/Hire-Leaders-For-What-They-Can-Do-Not-Wey-They-Have-Done
- Leonard, d., & Straus, S. (1997, July 1). Putting Your Company’s Whole Brain To Work. Harvard Business Review, (July – August 1997). Retrieved from https: // HBr.Org/1997/07/Putting-Your-Company’S-Whole-Brain-To-Work
- Maureira, or., Moforte, c., & González-García, G. (2014). More distributed leadership and less managerial leadership. Educational profiles, 85. https: // doi.org/10.1016/S0185-2698 (14) 70132-1
- Prentice, w. C. H. (2004, January 1). Underestanding Leadership. Harvard Business Review, (January 2004). Retrieved from https: // HBr.Org/2004/01/Understnding-Leadership
- Sullivan, c. T. (2005, September 1). A Stake in The Business. Harvard Business Review, (SEPTEmber 2005). Retrieved from https: // HBr.Org/2005/09/A-Stake-In-The-Business