EDUCATIONAL PHIOLOSOPHY OF LEADERSHIP

I will lead a school environment that encourages academic excellence and offers equal

opportunity for each and every student to be successful in life. Through promoting positive

relationships among students, staff, and parents, I will create an environment that is safe for

personal and professional growth. My philosophy of leadership reflects my values: autonomy,

adaptability, open communication, collaboration, community, diversity, respect, personal and

professional growth, academic excellence, creativity, work ethic, service, and responsibility.

I have a transformative style of leadership. I believe the purpose of education is to

cultivate a progressive system based off of experiences for students so that, in turn, those

students can positively impact a progressive society to benefit us all. “Transformative leadership

begins with questions of justice and democracy; it critiques inequitable practices and offers the

promise not only of greater individual achievement but of a better life lived in common with

others” (Shields p 559). If we ensure that every student has a quality education then we can help

close the achievement gap between our children.

I also, practice transformational leadership because it reflects the reason why I chose to

go into administration. That reason is one simple, yet powerful word-- change. “Leadership only

manifests itself in the context of change.” (Leithwood 1993). Change is the measure by which

one’s leadership style is deemed successful or not. The essence of leadership in relation to

change is found in the vision that one has about the changes they wish to make. Also known as a

person’s ‘why’. Knowing why one wishes to make changes gives purpose to the movement.

When others (staff and parents) agree on the movement, then the change is more likely to be

effective and ongoing. Thus, creating a purpose for change that is aimed for, committed to and

controlled.
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“Transformative leadership begins with questions of justice and democracy; it critiques

inequitable practices and offers the promise not only of greater individual achievement but of a

better life lived in common with others” (Shields p 559).

“In order to lead others, you must learn how to lead yourself.” (Erwin 2017). Autonomy is

an essential aspect of leadership. It is the engine in the car that drives towards the vision of

change. According to Hebert (2006), “an autonomous person goes beyond the known and creates

new structures for knowing.” Being able to direct and assess oneself allows one to visualize

change from within. Referring back to one’s ‘why’, this emphasizes the idea of being the change

we wish to see in the world. Being the change we wish to see shows my commitment. I believe

this will inspire my staff to join the call to work for this change. Hence, fostering the

development of their commitment. Therefore, creating a system of trust and growth personally

and professionally.

I believe in creating a vision that inspires and empowers members of the community to

do great things. I will be a leader who listens to the needs and wants that echo in the halls of my

building. My vision of change is for all and it will include all in the process. Having the ability to

adapt and alter the vision is important so that it suits the needs of everyone. I will be a leader

who is conscious and aware, yet respectful; A leader that is assertive and driven, yet genuine. I

will have an “open door policy” to develop a trusting and growing relationship with my staff. I

aim to have a vision that supports the diversity of my community and reflects the school dynamic

and culture. This method supports my facilitative leadership style.

According to McAdam (2002), “descriptors of best leadership practices, enable others to

act.” Through fostering collaboration and developing cooperative goals, I will strengthen others

by distributing power, developing competence, and offering my full support. Facilitating this
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type of school culture will create change that is not static, but dynamic. In order to keep the

momentum of change going, it must be instilled upon the staff and students. I believe that this is

only possible through building trust and relationships among students, staff, and parents. Giving

staff the ability to feel empowered because their vision is included in the big picture. Through

transparency and constructive feedback, I will ensure that every staff member feels involved in

molding our ultimate vision.

I will be a facilitator, not only for my staff, but for my students as well. While holding

high expectations for my staff and students, I believe in equity. Every child has the ability to

learn under a plethora of circumstances. Providing the resources that may reach every child

under these circumstances will be my goal. Every staff member should be involved in

developing policies that will affect our students’ way of learning to ensure that our frontline can

take ownership of the vision. I will be a leader who facilitates and lifts up the community and

enables its members to act on their own.

In my leadership role, I will make mistakes. I am human and far from perfect. However,

my choice as an administrator is “not perfection, but a choice of two mistakes; action or

inaction.” (Reeves 2009). I never want to be in a position where I failed my staff and students

because I did not act. If I make a mistake, it will be on the basis of action. Not everyone will

agree and that is inevitable in leadership. It is my responsibility to do what will improve the lives

of our students as well as being open to the feedback of others in the process. I believe that it is

important to take a step back and reflect. Hebert (2006) refers to this as “a view from the

balcony.” This is known as a time to asses myself and the building. Taking the time to do this

will allow me to balance the role not only as a leader, but as a manager. I will ensure that my

students and staff feel safe and satisfied with the school culture and procedures. I will be willing
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to implement the vision of change and adapt to the needs of my school. I will make mistakes, but

I will always do my best.

Education is a learning experience; From the role of the students, to the role of the

teachers, to the role of administrators. Learning is ongoing and it must never stop. As a leader, I

will embrace my core values through facilitative and transformational leadership. I will hand

these values down, passing the baton to future leaders so they may continue the mission of

positive change. I will be the change I wish to see in this world and I will be committed from my

first day of leadership, to my last. The heart of community are the people in it. They will be

involved in changes, policies, and plans that are made for the school. I will hold true to my

promises and represent everything I believe in for the sake of the community and its members.
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Works Cited

Erwin, M. Kethledge, R. (2017). Lead yourself first. Inspiring leadership through solitude. USA.
Bloomsbury

Hebert, E. (2006). The boss of the whole school. Effective leadership in action. New York, NY.
Teachers College Press.

Leithwood, K. (1993). Contributions of transformational leadership to school

restructuring Retrieved from https://search-proquest-
com.huaryu.kl.oakland.edu/docview/62809440?accountid=12924

McAdam, D. J. (2002). Elementary principals’ facilitative leadership (Order No. 3050314).

Available from ProQuest Dissertations & Theses Global. (304789867). Retrieved from
https://search-proquest-
com.huaryu.kl.oakland.edu/docview/304789867?accountid=12924

Reeves, D. (2009). Leading change in your school. Alexandria, VA. Association for Supervision
and Curriculum Development.

Shields, C. M. (2010). Transformative leadership: Working for Equity in Diverse

Contexts. Educational Administration Quarterly, 46(4), 558-589.