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Academic Writing - Teaching N Learning
Academic Writing - Teaching N Learning
Abstract
“We need leaders who can inspire the next generation and make emphasis and attention
be given to empower and uplift the status of the teaching profession” said Education
Minister Datuk Seri Hishammuddin Tun Hussein during interview on Friday, 12th January
2007 by StarEducation in preview of the National Education Blueprint 2006-2010.
Leadership is the key element of the successful because without able and innovative
leaders, the autonomy agenda cannot work. It is about the creating of a vision for success,
student’s achievement, building the capacity for leadership and demonstrating ethical and
morale of leadership. We will see about the meaning of the leaderships itself, discuss
about the leadership, effective leadership, the knowledge and skills for leaderships, the
teachers and principals job as leaders in school and also the importance of the leadership
behavior to school and leader himself.
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Introduction
Aristocratic thinkers have postulated that leadership depends on one's blue blood
or genes: monarchy takes an extreme view of the same idea, and may prop up its
assertions against the claims of mere aristocrats by invoking divine sanction: see the
divine right of kings. Contrariwise, more democratically-inclined theorists have pointed
to examples of meritocratic leaders, such as the Napoleonic marshals profiting from
careers open to talent.
Within the context of Islam, views on the nature, scope and inheritance of
leadership have played a major role in shaping sects and their history. See caliphate. In
the 19th century, the elaboration of anarchist thought called the whole concept of
leadership into question. (Note that the Oxford English Dictionary traces the word
"leadership" in English only as far back as the 19th century.) One response to this denial
of elitism came with Leninism, which demanded an elite group of disciplined cadres to
act as the vanguard of a socialist revolution, bringing into existence the dictatorship of
the proletariat.
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Discussion
Leaderships were a complex activity and many definitions already made in many
ways. However, leadership always involved the interaction of the person who lead and
being lead. Leadership is an interactive conversation that pulls people toward becoming
comfortable with the language of personal responsibility and commitment. Leadership is
not just for people at the top. Everyone can learn to lead by discovering the power that
lies within each one of us to make a difference and being prepared when the call to lead
comes. Albert Einstein once said, "We should take care not to make the intellect our god;
it has, of course, powerful muscles but no personality. It cannot lead; it can only serve."
Leadership is applicable to all facets of life: a competency that you can learn to expand
your perspective, set the context of a goal, understands the dynamics of human behavior
and takes the initiative to get to where you want to be.
The term school leadership came into currency in the late 20th century for several
reasons. Demands were made on schools for higher levels of pupil achievement, and
schools were expected to improve and reform. These expectations were accompanied by
calls for accountability at the school level. Maintenance of the status quo was no longer
considered acceptable. Administration and management are terms that connote stability
through the exercise of control and supervision. The concept of leadership was favored
because it conveys dynamism and proactively. The principal or school head is commonly
thought to be the school leader; however, school leadership may include other persons,
such as members of a formal leadership team and other persons who contribute toward
the aims of the school.
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field. Rather, the etiology of its use may be found in more generally and contemporarily
experienced neo-liberal social and economic governance models, especially in the United
States and the United Kingdom. On this view, the term is understood as having been
borrowed from business.
“The factor that empowers the people and ultimately determines which
organizations succeed or fail is the leadership of those organizations."
Warren Bennis
Today’s school environments have become more complex and diverse where all
children are expected to learn and where high learning standards set the vision of
educational success for all students. In a rapidly changing and more technologically
oriented society, students will need to acquire the knowledge and skills that will help
them achieve success in school and in life. The evolving nature of school environments
has placed new demands on educational leaders. Where knowledge of school
management, finance, legal issues and state mandates was once the primary focus for the
preparation of school leaders, education reform has created an urgent need for a strong
emphasis on development of instructional leadership skills to promote good teaching and
high level learning.
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Moreover, educational leaders must recognize and assume a shared responsibility
not only for students’ intellectual and educational development, but also for their
personal, social, emotional, and physical development. The increasing diversity of school
communities places a premium on school leaders who can create a vision of success for
all students, and use their skills in communication, collaboration and community building
to ensure that the vision becomes a reality.
Effective leaders recognize their own strengths and attract competent people to
enhance the organization’s capabilities. They cultivate and focus the strengths of
colleagues to achieve the shared vision. They welcome change as an opportunity for
growth rather than an obstacle to be overcome, and they lead people through the
uncertainty of a changing society. Effective leaders seek counsel and advice to learn from
the knowledge and experiences of others while they freely offer their expertise to those
who seek it.
Effective school leaders set high standards and strengthen instructional programs
to help learners gain the intellectual and personal knowledge and skills they need to
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achieve success in today’s society. They develop and support systems to assist all
students, pre-kindergarten, elementary, middle level, and high school, in meeting the
State Learning Standards. They create high expectations for students with special needs
and English language learners. They set the tone for conversations about teaching and
learning, and draw in all members of the school community to support student
achievement.
Effective school leaders use analysis of best practices in education, society, and
the country in order to be responsive and proactive in changing schools to prepare
children for the future in which they will live. They focus on student achievement data
and measure success in terms of positive student outcomes. They provide the motivation
and encouragement that lead to success and they manage effectively in a changing
educational environment. Effective school leaders collaborate and build mutually
beneficial relationships with social service and health service partners who share their
vision of success for all learners. They engage in long term planning and move beyond
the immediacy of today into the possibilities of tomorrow. They promote an environment
that supports continuous learning and sharing of knowledge.
"Everyone should be a leader... Deep, shared leadership builds strong and cohesive
cultures."
Terrence Deal, Kent Peterson
Effective school leaders develop the skills and talents of those around them. They
are capable of leading change and helping others through the change process. They
engage in shared decision making with the school community, including staff, students,
and parents. They are both the guardian and reformer of the educational system, and they
ensure that all groups are engaged in a common goal and moving in the same direction.
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Effective school leaders create partnerships with colleges and universities to
enhance the learning and preparation of aspiring teachers and school leaders. They
recognize that leadership skills can be learned and they have an obligation to establish
and nurture strategic activities to make certain that other individuals in the district
develop as leaders. Effective school leaders share leadership responsibilities throughout
all levels of the educational organization. They nurture and support a learning community
that promotes the continuous growth and development of individuals who acknowledge
and share responsibilities for high academic achievement of all students.
Effective school leaders are models of ethical and moral leadership. They project
integrity by promoting and supporting an environment where students and school staff
are always trying to do "what’s right". They demonstrate courage in difficult situations,
and provide a model of moral leadership for others to emulate. They seek to make a
difference in the lives of students, and impart a philosophy that positive relationships
built on trust improve the quality of life for all individuals. Leaders with integrity are
focused and purposeful, and are always attentive to being consistent with what they say
and what they do.
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Essential Knowledge and Skills for Effective School Leadership
1. Leaders know and understand what it means and what it takes to be a leader.
Leadership is the act of identifying important goals and then motivating and
enabling others to devote themselves and all necessary resources to achievement. It
includes summoning one’s self and others to learn and adapt to the new situation
represented by the goal. Effective leaders reveal capacity to work tirelessly for as long as
is needed to achieve success in the object of their effort.
2. Leaders have a vision for schools that they constantly share and promote.
Leaders have a vision of the ideas; can articulate this vision to any audience, and
work diligently to make it a reality. Leaders also know how to build upon and sustain a
vision that preceded them. They spent their time calling for the speeding up or slowing
down of various components. In a sense, leaders need vision and those who accompany
them need to feel that they have seen the other side of the mountain. If leaders are
pessimistic and then show it to others, there is clearly a problem in the longer vision
leaders are tacitly credited with possessing.
Leaders possess effective writing and presentation skills. They express themselves
clearly, and are confident and capable of responding to the hard questions in a public
forum. They are also direct and precise questioners, always seeking understanding.
Beside that, good leadership also requires an ability to make wise decisions and to act
without hesitation on respect to them. It depends therefore on confidence and sound
judgments.
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4. Leaders collaborate and cooperate with others.
Leaders build institutions that endure. They "stay the course," maintain focus,
anticipate and work to overcome resistance. They create capacity within the organization
to achieve and sustain its vision. The leader should be welcoming the new ideas, even if
some are known to be largely impractical. An inspiring leader also should be overflows
with fresh ideas. He has a way of firing the imagination of other people so they too
become spurred with enthusiasm.
Leaders set a standard for ethical behavior. They seek diverse perspectives and
alternative points-of view. They encourage initiative, innovation, collaboration, and a
strong work ethic. Leaders expect and provide opportunities for staff to engage in
continuous personal and professional growth. They recognize individual talents and
assign responsibility and authority for specific tasks. Leaders celebrate accomplishments.
They identify recruit, mentor, and promote potential leaders.
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responsibility and accountability and manage resources effectively and efficiently. They
require staff to establish and meet clear indicators of success. Leaders in education also
know and understand good pedagogy and effective classroom practices and support
sustained professional development. They recognize the importance of learning standards
and significance of assessments.
Leaders are introspective and reflective. Leaders ask questions and seek answers.
Leaders in education are familiar with current research and best practice, not only in
education, but also in other related fields. They maintain a personal plan for self-
improvement and continuous learning, and balance their professional and personal lives,
making time for other interests.
Leaders embrace informed, planned change and recognize that everyone may not
support change. Leaders work to win support and are willing to take action in support of
their vision even in the face of opposition. They face difficulties with a determination that
refuses to accept defeat. He will try again until he overcomes them.
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11. The management of change
It is almost certain that you remember the teachers who taught you at school
better than the lessons they taught. This is because no person can work as a teacher
without something of himself rubbing off on to his pupils. As a teacher, therefore, you
should aim to develop those qualities of personality and character that will provide a
lasting and inspiring example to your pupils.
In the focus scope, the school leadership is concerned with the classroom
management. Classroom management is a term used by many teachers to describe the
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process of ensuring that classroom lessons run smoothly despite disruptive behavior by
students. The term also implies the prevention of disruptive behavior. It is possibly the
most difficult aspect of teaching for many teachers and indeed experiencing problems in
this area causes some to leave teaching altogether.
Many would also argue for positive consequences when rules are followed and
negative consequences when rules are broken. There are newer perspectives on classroom
management that attempt to be holistic. One example is affirmation teaching, which
attempts to guide students toward success by helping them see how their effort pays off in
the classroom. Affirmation teaching avoids traditional threats, bribery, or persuasion, and
relies instead upon creating an environment where students are successful as a result of
their own efforts.
The principal is the person who is ultimately accountable for the implementation
of a school’s site action plan and for the achievement of the specified goals. Principal also
need to make good relationship and support all the teachers. Its not only providing
opportunities for quality training but also give them time to work independently and
together on their own professional development.
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build opportunities for others to assume leadership roles through involvement and
empowerment. Successful principals exhibit a feel for the change process, engage teacher
commitment to shared vision, and model their cultural beliefs through leadership by
example. (Stoll .L & Fink .D, 1996)
Beside that, a good principal must possess high qualities of leadership because,
like a general, he cannot win the battle by himself, but only by inspiring those with whom
he serves. Leadership like authority does not come readily to the person who grabs for it,
but it comes with knowledge and experience and an understanding of people and human
relationships. The test of principal’s leadership is to be found in the quality of the
personal relationships in the school and the extent to which he has forged the staff into a
united team.
To be affective, the principal will need to lead from a stronger base than just
status position or the controlling of and accounting for resources. He or she should be
able to make significant programmatic contributions to the achievement of the school
purposes, craft, and technologies and will need to share, not abdicate, his or her authority.
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The importance of leaders’ behavior
All we can say about the values of the schools which seem to us to be successful,
is that their values are not those of the market place; there are not preoccupied with
‘getting one over’ on competitor schools, but are simply determined not to be undermined
by them. They show genuine concern for the work of all the staff, not just some. There
seems to be real commitment to celebrating the achievement of all pupils rather than a
few.
Leaders most respected in the schools were people who understood the
considerably differing expectations of the different principal client groups about pupils,
staffs and the parents. They knew who they were and simply acted on that certainty. It is
the way that they are talked about in day-to-day activities that values are established.
People will hear the fine statement of objectives and values the mission statement, if one
can still stand this overworked phrase. But they will not do much about it until they see it
in practice and feel it pervading the management actions of the school.
Just a simple things to do such as greeting in cheerful ‘good morning’ rather than
offering a preoccupied stare, to more considered set of strategies to find the humors in
crisis. How often has a teacher, on being told of a calamity and asked what to do,
cheerfully told people to be calm and that there was no problem, when internally they
were asking them-selves what are they really do.
Research found that teachers’ sense of optimism, hope and commitment was
associated with workplace conditions where they felt professionally empowered. Most
people expect their leaders to see more of the total scene than they individually can do, so
lack of optimism insidiously undermines their morale. In a sense, leaders need vision and
those who accompany them need to feel that they have seen the other side of the
mountain. If leaders are pessimistic and then show it to others, there is clearly a problem
in the longer vision leaders are tacitly credited with possessing.
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The leaders need to make clear his or her warm enthusiasm for the work everyone
does to further the values for which we all stand. In short, the enthusiasm needs to be
linked not just to the measure of work put in but to the shared higher purpose of the
school. They should demonstrate a celebration of success and achievement in the ultimate
value of the school and the department, for in this way a school or department
accumulates its history, extending the run of recent and long-treasured successes.
Leaders need to feel that they are doing something worthwhile. That is what gives
meaning to our lives and stimulates us to work hard, a fact which one can observe in the
schools. There are hundreds of dedicated teachers who work really hard for their ideals of
service to children. It is the job of management to bring those ideals together into a
common set of objectives. Then everyone will be reinforced by their awareness of
working in a team. Maybe the focus will help individuals to be even more effective.
Certainly, praise and recognition will have that result.
Leadership then would include a moral obligation to meet the needs of the
institution, to serve as a steward guarding and protecting the school’s purposes, caring for
the school for the parents, students and community (Sergiovanni, 1996). A key ingredient
to school success is the extent to which the values of school life shared among all the
members of the community. Life outside may be very different, but in school there is a
code of conduct and behavior which all try to sustain in their dealings with each other and
the outside world.
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Conclusion
Furthermore, leadership is not all down to the head teacher, the head department
or in the classroom, the teacher. If it is, there are nobody is learning anything at all about
leadership. The important rule about leadership is that it is shared. The opportunities for
exerting leaderships in a school are almost innumerable and are, in a sense, the measure
of the principal’s responsibility to lead. The greater of the opportunity, the greater the
responsibility. The leader should co-operate with all the school community to make sure
that the school can be success and improve day by day.
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References
Aplin, N.D. (1984, April). The values guiding the operational practices of a suburban
superintendent. Paper presented at the Annual Meeting of the American Educational
Research Association, New Orleans, LA.
Barnard, C.I. (1938). The function of the executive. Cambridge, MA: Harvard University
Press.
Barnes, L.B., & Kriger, M.P. (1986). The hidden side of organizational leadership. Sloan
Management Review, 28(1), 15-25.
Richards, J.C et al. (1992). Dictionary of language teaching & applied linguistics. (2nd
Edition) Essex: Longman Group UK Limited.
Stoll, L. and Fink, D. (1996). Changing Our Schools: Linking School Effectiveness and
School Improvement. Buckingham, Open University Press.
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