My Purpose of Education

McElroy 1

Administrative Platform

Educators must remember that the children we serve in our schools will be tomorrow’s citizens. We must enable all children to see the extent of their capabilities and their future potential. It becomes the role of educators to teach children not only how to think, but what to do with their thoughts. I believe educators must foster life-long learning and a desire not to be satisfied with the status quo. Productive United States citizens should always be looking for ways to better our world. Educators need to not only share their knowledge with students, but teach them what to do with that knowledge. Today, educators are not only responsible for teaching academics, but they are responsible for building character in their students. Our society is full of working parents. In many instances parents are struggling raising their children and relying on babysitters or televisions. The current state of changing home demographics illustrates my multifaceted role of educator.

My mission of education is learning. The active daily learning occurring in a school environment is why I became an educator. I aspire to create life-long learners in each classroom throughout my school. In order for this to happen, it takes a school community. A school is a building full of people who affect student learning. Teachers cannot create an environment where learning occurs without the support and help of every member of a school. Administrators facilitate the vision and mission of the school through leading people and managing things.

Guidance counselors support the students’ and occasionally teachers’ emotional McElroy 2 needs when situations arise which might prevent learning. Nurses support the health and well being of students, enabling them to learn. I cannot imagine what my job would be like without the secretarial, custodial, and cafeteria staff in their daily, behind the scenes efforts to support the school. Parents are a significant part of the school community, providing the school with support through volunteering and homework completion. Business partners provide additional financial support and community awareness through experience with their organization which cannot be replicated. The school community works together to meet the needs of students, enabling them to become productive citizens in our ever-changing society.

I appreciate the metaphor of the principal of a school as an adult educator, as do Cunningham and Cordeiro, authors of Principles of Educational Leadership

(2006, p. 204). Although principals have contact with students, the majority of a principal’s contact is with teachers. Teachers learn from their administrators; therefore, principals are adult educators. Principals need to model what a good learner is by learning from research, staff development, and self-reflection. Since learning is an essential function of a school, the leader should model the behaviors of an active learner. Effective school leaders should make adult and student learning a first priority of the school (Cunningham & Cordeiro, 2006).

Thus the purpose of education is learning!

My Educational Leadership Vision

I believe the organization of the school needs to center around the needs of the students. McElroy 3

 The children we serve are tomorrow’s citizens. Educators need to teach

them not only how to think, but what to do with their thoughts (Owens &

Valesky, 2007, p. 34). As future citizens, their responsibility will be to

improve society. Educators need to provide them with the skills necessary

to complete that task.

I believe effective educational leadership embodies the coaching metaphor.

 The leader, as the coach, will observe performances, then offer guidance

by identifying strengths and weaknesses and through a collaborative effort

determine areas of focus to achieve the goals of academic success. As in

sports and business, coaching has proven to be a highly effective way to

motivate and enhance competencies of others.

I believe educational leaders must be well grounded in educational theory and know with clarity where he or she stands on issues.

 Leaders must stay informed of the research affecting schools and share it

with those who they lead. Leaders must be adaptable to the changes

which have occurred and will continue to occur.

Based on the human relations perspective of organizational behavior, I believe

“leadership as a group function” is the most useful in analyzing problems of school leaders today (Owens & Valesky, 2007, p. 99).

 Often members of an organization look to a leader for the answer, when a

truly great leader will help them find the answer. Participative leadership

strives to find the potential and good qualities of each group member.

Leaders need to help members of the group carry out their ideas. McElroy 4

I believe educational leaders must emphasize Douglas McGregor’s Theory Y leadership style in order to promote a successful organization (Owens & Valesky,

2007, p. 118).

 Leaders must cultivate the abilities of other teachers, encourage teachers

to contribute to their full potential, and hold high expectations for all.

These leadership qualities should improve the performance of those who

are being led. Leaders must listen to everyone with the intent of

understanding but continue to put what is best for students at the center

the school.

I believe leaders lead people, not manage people; however, leaders must be able to manage things.

 There are many “things” which school leaders must manage, such as:

budgets, resources, and inventories. Leaders must lead people to do the

right thing and leaders must always do the right thing themselves (Owens

& Valesky, 2007, p. 287). Educational leaders need to create and

communicate a vision for the school which will inspire all of those who

work there.

I believe educational leaders must relate to staff by motivating them, arousing a personal commitment, organizing the school environment, and facilitating the work of all around the school’s vision (Owens & Valesky, 2007, p. 285).

 Collaboration with staff to reach goals which maximize the school’s

vision is a must. Leaders should provide help, support, and

encouragement with solving problems. Site-based management is McElroy 5

an excellent way to facilitate school decision-making by increasing

involvement.

I believe effective educational leadership involves effective motivation.

 The model of Herzberg’s motivation-maintenance theory suggests

three main ideas for increasing motivation of an organization:

enrich the job, increase autonomy on the job, and expand

personnel administration beyond its traditional emphasis on

maintenance factors (Owens & Valesky, 2007, pp. 390 - 391). This

theory has been widely accepted and applied to business and

industrial organizations throughout the United States.

I believe establishing professional learning communities will increase job satisfaction while promoting life long learning within the school organization.

 Professional learning communities grouped according to interests

and goals will ignite teachers’ passions. Such groups could be

teachers who want to complete their National Board Certification, a

group of potential leaders who might complete a graduate program

together, or a group interested in implementing a new reading

program. These learning communities would be challenging,

increase responsibility, and provide advancement opportunities.

Ultimately, this would affect the entire school climate by promoting

success and establishing overall job satisfaction.

My educational leadership vision is a work-in-progress for many reasons. My knowledge regarding leadership has grown after completing the masters program McElroy 6 through Florida Gulf Coast University. My leadership style is unfolding as I step up and take on new responsibilities within my school. I will continue to grow and spread my wings as a future leader by taking on teacher leadership roles. I aspire to be a life-long learner adapting and changing with today’s society.

My Philosophy of Leadership

My philosophy of leadership is built on a strong characteristic of respect. This characteristic of respect must encompass all people with whom I have contact. If

I am respectful of all people and issues, then I believe I will earn their respect.

Establishing this mutual respect will be the key to having a collaborative work environment while becoming an effective leader. As a leader, I strive to be one who is able to communicate to diverse groups and handle pressure from state and local governments, while continuously working to improve my school and community. In order to do this, I must form effective partnerships with staff, parents, students, and community.

An educational leader must recognize good teaching and not be so far removed from teaching that they cannot connect (Cunningham & Cordeiro,

2006). This includes staying up on the latest research. A leader needs to be involved in the happenings of the school. I need to be aware of my colleagues’ strengths and weaknesses. As a good leader, I can help them foster their attributes. Reading the latest research in educational journals, conducting observations, participating in staff developments, and visiting other schools are just a few ways an administrator can stay connected to the field of teaching.

Being adept at technology is becoming a requirement in the field of teaching. McElroy 7

Technology already has and will continue to be a big component in the future of education. A good leader in a school must be one who has a diverse understanding of how technology can better the education of students, while making the job of educators more efficient.

Diversity of a school community not only includes racial and cultural and socio-economical issues, but also different learning needs, such as special education and English Language Learners. Effective leaders focus on important goals, encourage hard work, inspire excellence, and recognize the efforts and contributions of all students (Cunningham & Cordeiro, 2006). I aspire to see all children as students who are capable of achieving their individual best. I must encourage quality work from the entire school system, including leading all staff to pursue quality instruction while encouraging all students to pursue quality learning.

My Guiding Leadership Theory

Stephen Covey’s book The 7 Habits of Highly Effective People, has dominated my approach to my career and to my life since I was introduced to it. I made a deep connection with Covey’s analogy of a tree and a person. The foundation of a person is their character – like the roots of a tree. The person’s personality is what people see first – like the top of the tree. In order to be a good leader, I must continually build my skills and address my character as the 7

Habits program encourages. Covey’s 7 Habits fit nicely with my approach to leadership and my belief system. During the training, I had to develop a personal mission statement. The final product needed to encompass my whole self, McElroy 8 professionally and personally. I often use it as my guiding light and it inspires me to stay on track.

Listen

Learn Everyday Love

Laugh

Listed below are Covey’s 7 Habits and how they impact me as a leader:

Habit 1: Be proactive©. I must know my beliefs and goals before I can lead

anyone else. I must understand my own paradigm as well as those with

whom I interact.

Habit 2: Begin with the End in Mind©. I am a very goal oriented person. I must

have a clear understanding of what I want to accomplish in my career and

life. If my journey is unclear or unfocused, I cannot expect others to follow

me.

Habit 3: Put First Things First©. Educational leaders are faced daily with crises

which must be addressed. However, keeping things in perspective and

establishing priorities will make the days and years much smoother.

their own agenda. The key will be to find a mutual balance in our agendas

so that we both benefit and feel a sense of victory.

communicating is listening empathically. I must listen with the intent to McElroy 9

understand students, teachers, parents, and community; only then can I

communicate effectively.

community. There will always be differences of paradigms and realizing

this will enable cooperation. Joel Barker states “You manage within a

paradigm; you lead between paradigms” (Cunningham & Cordeiro, 2006,

p. 8). I aspire to lead, not manage, those around me. This is possible with

synergy.

around me. Therefore, I must meet my physical, social/emotional, mental,

and spiritual needs in order to be effective as a person and a leader.

(Covey, 1989)

My Philosophy of Using Ethics in Educational Leadership

My character (roots) often defines my ethics on a personal level. These characteristics also influence my decisions as a leader. A self awareness of my character is essential if I want to be an effective leader. Characteristics of honesty, integrity, caring, and responsibility enable me to be an ethical leader.

Being a well rounded person who is able to see many sides of situations is part of being ethical. Starratt’s model - The Multidimensional Ethic consists of the three ethics of caring, justice, and critique (Cunningham & Cordeiro, 2006). An effective administrator must be well rounded in the three areas. I should not be overly caring of my staff or students and neglect the legalities of situations, nor do I want to overly manage people around me. I must know my strengths and McElroy 10 weaknesses in order to continually improve. Also, I need a good awareness of myself and how I will handle various situations.

The (6B-1.001) Code of Ethics of the Education Profession in Florida needs to be the standard we follow implicitly by allowing them to guide our decisions as educational leaders. Below are the standards reworded into my intentions as an educational leader:

(1) I must value the worth and dignity of every person, the pursuit of truth,

devotion to excellence, acquisition of knowledge, and the nurturing of

democratic citizenship. Essential to the achievement of these standards are

the freedom to learn and to teach and the guarantee of equal opportunity for

all.

(2) My primary professional concern will always be the student and the

development of the student's potential. I will therefore strive for professional

growth and will seek to exercise the best professional judgment and integrity.

(3) I must be aware of the importance of maintaining the respect and

confidence of my colleagues, students, parents, and other members of the

community. (Florida DOE, 2006)

My beliefs in the development of ethical behavior are grounded deeply in

Lawrence Kohlberg’s Philosophy of Moral Development. I agree with Kohlberg’s philosophy, “the development of ethical principles is not related to specific religious beliefs; rather, ethical principles develop through interaction with the environment and with other people that results in the person’s restructuring of his or her experiences to achieve ethical growth” (Rebore, 2001, p. 28). With this McElroy 11 perception of ethical growth, I plan to continue to grow ethically as I develop as an educational leader. I will focus on making the right ethical decision, not simply doing things correctly. Throughout my career, I will reflect on the outcome and the basis for the decision, ensuring ethical behavior. I realize I am not perfect, thus I will learn from my mistakes. Furthermore, I recognize that the experiences

I have had during my life and career have made me the person I am today.

Upholding the Code of Ethics is essential to my development as an ethical educational leader. The Code of Ethics will be displayed prominently in my actions as I strive to achieve and sustain the highest degree of ethical conduct. McElroy 12

References

Covey, S. (1989). The 7 habits of highly successful people. New York, NY: Simon and Schuster.

Cunningham, W.G. & Cordeiro, P.A (2006). Educational leadership: A problem- based approach (3rd ed.). Boston: Allyn and Bacon.

Florida Department of Education – Administrative Rules, (2006). Retrieved June 17, 2006, Website: http://www.firn.edu/doe/rules/6b-1.htm

Owens, R. G. & Valesky, T. C. (2007). Organizational behavior in education: Adaptive leadership and school reform (9th ed). Needham Heights, MA: Allyn and Bacon.

Rebore, R. (2007). Human resources administration in education: A management approach. Boston, MA: Pearson Education, Inc.