Respond to at least two colleagues with additional insight about leadership styles and its impact on collaborative facilitation. In addition, comment on any insights you gained from your colleague’s article. (Note: 2 colloeagues’ posts are provided below, please respond to the two provided. Response may start with Hi Benita or Hi Britani)
When leaders help build systems to allow others to succeed, they have the most positive impact, according to Fullen (2008). No matter how one would define leadership, most would concur social influence is the commonality of among the different definitions of leadership. It is my belief leadership can be viewed as a social influence process that involves voluntary participation of others in efforts to reach goals for that particular organization. Good leadership is not a solo effort, nor does it occur overnight. The greatest leaders all possess a purpose beyond themselves that they have worked on for many years. It is only when they engage others with their energy, the group's activities and accomplishments are fueled. For example, a district-level educational administrator impacts collaborative facilitation when they insist on teacher based teams being mandatory for their teachers. The collaboration of these teams must spill out into the rest of the school, and return, all other stakeholders eventually are involved and working towards the success of the organization. According to Fullan (2002), the main responsibility of leaders is to create and maintain conditions that increase the chances that a team will become increasingly effective in carrying out its work.
My servant leadership style coupled with shared leadership enhances my skills as an effective collaborative facilitator because I am able to cultivate a sense of compassion and responsibility for others and contribute significantly to the welfare of others. I have always been interested in what makes "people tick" every since I can remember. My ability to create conditions for effective peer interaction.supports my efforts to be an effective collaborative facilitator. When I am before my learners, there is a simultaneous, ongoing, mutual influence process where all individuals share responsibility for leading regardless of formal titles or roles. When I taught students with autism, my assistant teachers were treated the same as any other colleagues. Another practical practice is to value people presently and acknowledge their full potential for the future. Below I have included the article "Servant Leadership Practices among School Principals in Educational Directorates in Jordan" . In this article, the author speaks of the characteristics of the servant-leader and building community.
Fullan, M. (2002). Leadership and sustainability. Principal Leadership, 3(4), 14–17. Retrieved from the Walden Library databases. Document: Diversity Proficiency (PDF)
Fullen, M. (2008). The Secrets of Change. What the Best Leaders Do To Help their Organizations Survive and Thrive. San Fransiscco, CA: Jossey-Bas
Good leadership is the drive behind any successful establishment or institution. In a world constantly growing with high demands for improvement, good leaders need to not only keep up with these timely requests but also lay a solid foundation for the generation to come after. It is often believed that a good leader is only born with skills and qualities to lead and promote success in their field. However, skills can be learned as well as inherited through a solid purpose. This purpose must include a deep desire for change and to successfully reform the current system. Leadership should be driven by action-mind-sets to incorporate a strong sense of moral purpose, understanding the dynamics of change, emotional intelligence when building relationships, a commitment to sharing and developing knowledge, and a capacity for personal and social coherence making (Fullan, 2002). A strong leader on a district level of educational administration adhering to this mind set has a stable ground to model and achieve collaborative facilitation. This model targets several areas of positive thinking. In action, doing just this could be incorporated in any leadership style whether visionary, pacesetting, or commanding. As a result, success can be achieved in self, others, and in the community as a unit with the school system.
Several examples and studies have shown this model to be effective in reforming education through leadership. Principals across the nation have aspired to reform education in their home schools using this model. The most influential aspect of change in many cases is a good sense of teamwork within the domains of the schools and the school boards. According to Martineau (2012), “Many district and board leaders say it’s all about vision, building trust with staff, and developing programs using a strong understanding of best practices in curriculum and instruction.” This principal relates closely to Fullan’s model and has produced several success stories from raising the morale in a multi-cultural environment to improving grade level success in schools with high socioeconomic stress levels. Leaders with good energy to influence the change and visions of the community, striving to be modest but fair, will succeed in accomplishing their educational goals of success.
Fullan, M. (2002). Leadership and sustainability. Principal Leadership, 3(4), 14-17. Retrieved fromhttp://search.proquest.com/docview/233311854?accountid=14872
Martineau, P. (2012). Principles of Good Principals: Effective Leadership Brings a Board's Vision to the School Level. Education Digest: Essential Readings Condensed For Quick Review, 77(8), 53-58.
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