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Leadership Philosophy

Laurie C. Vance

Kennesaw State University



Creating an environment that welcomes change begins with a vision. My vision as a

school leader is to provide a safe, creative, and nurturing environment characterized by trust,

respect, and academic excellence. Faculty and staff will prepare students with the knowledge to

help them grow into leaders, collaborators, and innovators. A partnership of students, family,

faculty, and community will work together to achieve this goal.

School Culture

As a school leader, I believe in the importance of creating positive physical, social,

affective, and academic environments. These environments promote communication, belonging,

collaboration, learning, and are welcoming and conducive to learning (Best Practice Briefs,

2004). In addition, I am committed to the value of professional collaboration, collegial

relationships, diversity, and efficiency. As a leader, I seek to inspire faculty members to foster a

school culture that creates challenging and equitable learning experiences for students while also

collaborating to reach twenty-first century learners.

Facilitating Change

In order to achieve this culture, I believe in the importance of observing and gathering

information from outside stakeholders. Using formal and informal assessments as well as

surveys from both internal and external stakeholders will allow me to erect an overall sense of

the schools strengths and weaknesses. Based on this information, I will implement Peterson’s

idea of constructing metaphors. Alongside faculty and staff members, we will construct a

metaphor describing our current school culture and a metaphor describing the school culture that

we desire. By collaborating as a team, this will show faculty members the areas we need to make

improvements that will create educational success for student achievement. “To accomplish

lasting reform, we need leaders who can create a fundamental transformation in the learning

cultures of schools and of the teaching professions itself” (Fullan, 2002).

Instructional Leadership

Curriculum, instructional design, and assessment practices guide and ensure teacher

effectiveness and student learning. The curriculum used will provide equitable and challenging

learning experiences in order to ensure opportunities that encourage student growth and

achievement. Teachers will monitor and alter curriculum, instruction, and assessments based on

student data collection and reflection of teacher practice.

Technology Integration

I believe in the importance of implementing technology that supports the school’s

teaching, learning, and operational needs. In order to provide quality education to students, it is

imperative to have access to technology in order to reach the twenty-first century learners.

Utilizing technology to integrate standards-based lessons will aid in improving student

achievement and engagement.

Professional Learning

As a leader, I believe in the importance of furthering education. Faculty members will

participate in professional development and training that is collaborative, standards-based, and

job-imbedded. These learning communities will seek to improve professional practice and

student success.

Collaboration with the Community

Utilizing the vision of schools and parents working together to benefit student

achievement, the school will communicate the vision and happenings to the community while

verifying that the message is consistent, clear, and relevant to all.



As a leader, I believe in the importance of value and respect among colleagues and peers.

Consideration of student populations and situations are imperative. I will foster a diverse

environment where everyone is valued regardless of gender, sexual orientation, race, religion,

nationality, ability level, age, experience, or ethnicity.



Best practice briefs. (2002). 31, 1-6.

Crews, C. (2016). Sixes Elementary 2016-2017 School Improvement Plan. Received from:


Fullan, M. (2002). The change leader. Educational Leadership. 16-20.

Peterson, K. D. (2002). Positive or negative. Journal of Staff Development. 23(3), 10-15.

Turner, L. (2016). Avery Elementary 2016-2017 School Improvement Plan. Received from:


Field Experience Log &Reflection

Educational Leadership Department

Candidate: Mentor/Title: School/District:

Laurie Vance Dr. Lisa Turner, Principal Cherokee County School District

Assignment: Course: Professor/Semester:

Leadership Reflection Paper EDL 7100 Leadership Theory and Belinda Walters-Brazile, Ed.D
School Culture Analysis Practice Summer 2017
Leadership Philosophy
Discussion Boards

Part I: Log
Date(s) Activity/Time PSC Standard, Element
BOR Standard, Element
NETS-A Standard, Element
6/14/17 Leadership Perceptions (4 hours) PSC1C, BOR7A, NETS-1A

6/16/17 Class Discussion – Roles and Responsibilities of Leaders PSC 2E; BOR 7D; NETS-A 4D
(3 hours)
6/19/17 Interview – Kim Colvin (2 hours) PSC 2E

6/20/17 Peer Responses and Commentary to Discussion (2 hours) PSC 2E

6/21/17 Interview – Dr. Lisa Turner (2 hours) PSC 2E; BOR 7D; NETS-A 4D

6/22/17 Interview – Jodi Adams (2 hours) PSC1C

6/23/17 Leadership Reflection (4 hours) PSC1C, BOR7A, NETS-1A

6/26/17 Class Discussion – School Culture (3 hours) PSC 2E; BOR 7D; NETS-A 4D

6/28/17 Peer Responses and Commentary – School Culture (2 PSC1C

6/30/17 Administration and Teacher Interviews – Michelle PSC 2E; BOR 7D; NETS-A 4D
Whitmire, Trayce Williams, Jeanne Adams, Jennifer
Cowart (3 hours)
7/3/17 School Culture Analysis (4 hours) PSC1C, BOR7A, NETS-1A

7/7/17 Class Discussion – The Challenge of Change (3 hours) PSC 2E; BOR 7D; NETS-A 4D

7/11/17 Peer Responses and Commentary to Discussion (2 hours) PSC 2E

7/17/17 Leadership Philosophy (4 hours) PSC1C, BOR7A, NETS-1A

Total Hours: [40 hours]


(Place an X in the box representing the ethnic population(s) involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Native American/Alaskan Native
White X X
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced

Part II: Reflection

(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about leadership from
completing this field experience? Over the course of this semester, we discussed many
attributes of effective leaders as well as ineffective leaders. Effective leaders should possess
a variety of strengths in order to create and foster a positive working and learning
environment. Some of these strengths include professionalism, clear expectations of staff
members’ roles and responsibilities, consistency, organization, and communication.
Ineffective leaders fail to model the behavior they seek, show favoritism, cast blame and
responsibility elsewhere, disregard staff input, and are dishonest.

2. How did this learning relate to the knowledge (what must you know), skills (what must
you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of an
educational leader? (Refer to the standards you selected in Part I. Use the language of
the PSC, BOR, or NETS-A standards in your answer and reflect on all 3—knowledge,
skills, and dispositions.)
The learning from this module directly relates to the standards mentioned in the above field
experience. Leaders should seek to “inspire and facilitate among all stakeholders a shared
vision of purposeful change…” through effective communication as mentioned in the NETS-A
standards. These standards also suggest the use of technology. By using technology, effective
communication becomes more effective. By utilizing these standards, educational leaders are
able foster positive working environments catered to student growth and achievement.

3. How did this field experience enhance your ability to lead?

This field experience enhances my ability to lead because it discussed attributes of effective
leadership as well as ineffective leadership. It also allowed me to interact with other coworkers
on their varying opinions and observations. By talking to other teachers and gaining their
insight, it was helpful to see and understand what other teachers need from their leaders in
order to be successful.

4. Did (or could) this field experience impact student learning? If so, how?
Because this field experience was completed in the summer, impact on student learning is
limited. However, this field experience impacts student learning because of the environment of
the school, as well as each individual classroom, directly effects student learning, growth, and
achievement. As leaders, it is imperative to create an atmosphere that is welcoming and
conducive to student learning, promotes communication and interaction, promotes belonging
and self-esteem, and promotes learning and achievement. By creating this type of
environment, students are able to make steps toward a successful future.

5. How could this field experience be modified to make it more meaningful and relevant
to aspiring educational leaders?
This field experience would have been more beneficial during the school year. By completing
this course over the summer, it limited the amount of time and access to peers, coworkers, and
the administrative team. Also, I would have been able to observe traits of leadership in action
rather than through explanation.