Running head: MY PHILOSOPHY OF EDUCATIONAL LEADERSHIP

My Philosophy of Educational Leadership

--

Presented to the Department of Educational Leadership

and Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
of the Requirements for the
Master of Arts in Education or Advanced Studies Certificate
-by
Christopher T. Burke
Eleanor Roosevelt Middle School
Dubuque, IA
December 14, 2013
-Dr. Timothy Gilson

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Every day is a blank canvas, a chance to create, to change, to grow. I have strong held
beliefs in the power of any given individual and through observation of daily practice I see how
certain leaders assign and tackle various tasks, and I know there is so much more that can be
gained. Why is leadership important? According to Louis, Leithwood, and Anderson (2010)
leaders have the potential to unleash latent capacities in organizations (p. 11). I chose to take a
path towards educational leadership because it was the correct step to take. I feel that I have
been blessed with an opportunity to further myself as a leader in the classroom, in my school,
and across my district. The amount of talent that surrounds me daily is staggering, and I feel that
I have the capacity and opportunity to help others to recognize strengths they never knew
existed, and empower them to the fullest of their ability.
My understanding of the importance of relationships will certainly help me to
successfully lead a learning community. As Whitaker (2012) states it is never about programs,
it is always about people (p. 6). Students, parents, and staff need to feel supported, they need to
feel valued and this notion is always in the forefront of my mind. In addition, students and staff
need to be aware of their safety and support, for as Robbins and Alvy (2009) assert a safe
environment contributes to an effective school (p. 13). If one wishes to lead, others need to
trust that the leader has their best interest in mind, and Whitaker agrees with this in saying
effective principals focus on the people in their schools (p. 10).
Having studied the Iowa Standards for School Leaders (ISSL) by way of School
Administrators of Iowa [SAI] (2007), I understand the importance and the impact of all six
leadership standards. I place a lot of weight upon the significance of the second standard, the
principal as a leader of learning. I have been a part of a vast number of leadership experiences
but I have done so with the leadership focused directly on student and teacher learning. As a

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model teacher and a mentor I have seen the impact of supportive observation, feedback, and
coaching. The collaborative processes that keep me tied into the classroom, connected to not just
student learning but also teacher learning, has enabled me to recognize what Robbins and Alvy
(2009) point out, that principals should help create a culture that celebrates growth, teacher
leadership, and shared decision making (p. 24). What disposition will help me successfully lead
a learning community? It is my understanding and support of ISSL 1, a shared vision that will
enable me to successfully lead a learning community. It is my belief in a focused, goal oriented
vision, and one that is not mine alone, but rather a vision of the school community that will assist
me in striving towards common goals.
Why are we doing this? Where are we going? Questions such as these I have heard far
too often and such questions speak volumes about the need for a clear vision. The first thing that
others should expect out of me as an educational leader is my support of a clear vision for the
school. Robbins and Alvy (2009) note the vision should be collaboratively developed and
reflective of the stakeholders it serves. It provides guidance on a daily basis (p. 70). My
students, teachers, and the community will recognize the faith I place in a shared vision for I
recognize that a strong vision helps create a strong climate, and that this climate is directly linked
to the culture of the school. The vision, the climate, the culture, these components do not act
independently, nor are they reflective of a single individual, rather they encompass the school
and community at large. As a leader I will foster collaboration and delegate responsibilities in
order to empower others, for we all need to feel a sense of value and purpose. Marzano, Waters,
and McNulty (2005) note that the driving force behind a purposeful community is that all the
members of the school staff believe that their day-to-day efforts serve common goals (p. 102).
Collaboration, however, is not limited to the classrooms, hallways, and offices of a

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school. I believe, as Wilmore (2002) recognizes families and their children are our first
priority (p. 67). With this in mind all stakeholders will be given a voice. I pride myself on my
ability to communicate, and while specific, timely, and frequent communication can be a
challenge it must be a priority. Marzano et al. (2005) believe the most powerful single
modification that enhances achievement is feedback (as cited in Hattie, 1992, p. 9). This
feedback, under my leadership, will not be limited to staff and students alone, but will include
the school community which is addressed in ISSL 4 (SAI, 2007).
If my staff, students, parents, and the community are to buy into this vision that I am
selling then I must be a visionary that is visible. Wilmore (2002) suggests be visible. Be
proactive. Leave the school. Go visiting. Tell your schools story, its triumphs, and its needs.
He continues to encourage leaders to also ask what the school can do for them in return (p. 69).
Within the school walls my students and staff will not only see me as steward, but as a model
leader as I adopt the tactic that Robbins and Alvy (2009) describe as leading and learning by
wandering around (p. 14). My school will be privileged with a leader that knows the kids by
name, that truly cares about his staff, and that has strong convictions and sets goals for himself.
Robbins and Alvy remind us that what you pay attention to communicates what you value (p.
156). I will make the vision a focus of our daily routine. I will model our vision visually and
communicate it verbally so that my staff and students see firsthand my desire to grow as a school
and as an individual. How will I encourage my staff and students to grow as well? Robbins and
Alvy encourage leaders to take risks, for teachers, students, and parents are far more likely to
take risks when principals frequently and visibly take risks themselves (p. 24).
Modeling and communicating the vision is all well and good, but unless a principal is
fully enveloped in his or her role as a leader of learning then justice is not being served to the

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mission of the school. Robbins and Alvy (2009) tell us schools must be places of learning for
both students and educators. You cant have one without the other (p. 121). I believe that as a
principal, with the support of the climate that I will help create, my teachers will execute their
best on a daily basis. As Whitaker (2012) proclaims if we want people to do better, we must
teach them how (p. 42). I will be a visual presence in the classroom, will emphasize focused
and differentiated professional development, and will place the appropriate personnel in the
proper leadership positions. This will enable my staff to strengthen their understanding of
student learning and teaching techniques.
I am organizationally sound and rather methodical in my approach to managerial tasks,
but if I wish to be a leader of learning, recognized as ISSL 2 (SAI, 2007), then I must also be
effective and efficient in my managerial practices, otherwise known as ISSL 3. I believe
Robbins and Alvy (2009) when they say one has to manage leadership (p. 10). The daily
operations of the school whether they be custodial, secretarial, activity based, classroom based,
resource based, and so on, must be addressed timely and correctly. In order for all of the
variables to line up correctly and ensure we are providing the best possible environment for
student learning to take place, there must be a framework that supports the basic needs of all staff
and students. That being said, as a principal I will look to hire educators that will serve well in
leadership roles as well as other staff members that will assist me in the managerial components
of the office, namely a strong secretary.
My students, teachers, and the community should expect to see a moral and ethical,
selfless professional, reflected in ISSL 5 (SAI, 2007). They will know a man who is open and
honest, not only with them but also with himself, one who readily embraces open discourse. If I
wish to be an effective leader I must continue to have a strong sense of self awareness, for as

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Robbins and Alvy (2009) encourage know your authentic self (p. 44). Given the expectations
that students, teachers, and the community will come to expect from me, I must then ask, What
then do I expect of them? Provided that we have created a common vision, all stakeholders
must keep the vision, the big picture in mind. While I cannot assume every stakeholder will
agree with every decision I make, or those made by a leadership team, I do expect the
stakeholders to recognize that every decision is being made in the best interest of the school. To
go a bit further, I also expect the stakeholders to not sabotage the structure surrounding the
decisions being made. Student learning is our number one priority, something I remind myself
of daily as the sign beneath the clock in my room reads, Am I doing what is best for my
students? I expect all stakeholders to understand that we are all about people, that we are
responsible for the learning of both students and teachers.
As I offer teachers the opportunity to better themselves as educators, I expect them to
also rise to the challenge. My staff will write strong personal goals specific to the position
through which they serve the school. When I offer up leadership positions and opportunities I
expect teachers to step up to the plate and assist in teaching/providing support for their
colleagues. Strong leadership teams are an essential component of the structure of a successful
school, and to second Robbins and Alvy (2009) in a collaborative workplace focused on
learning, all staff would assume some responsibility for the professional welfare and growth of
both students and colleagues (p. 114). Lastly, I expect my staff to make the most of every given
opportunity, to learn from their mistakes, and to make the most of change. We will make
mistakes, but my teachers will need to forgive themselves for any mistakes they make, no matter
how trivial or grave, and to learn from the experience in order to better themselves. On a related
front, Whitaker (2012) explains the greatest impediment to change is fear, especially fear of the

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unknown (p. 72), but change is inevitable, and change can certainly be a good thing. I expect
my staff to look for every possible positive that can come out of a given situation, to embrace the
opportunity, and use it as a chance to allow students, the staff, and the school to grow.
I am blessed, this I know. I have been surrounded with positive influences my entire life.
I value relationships, I take risks, I accept change, I forgive myself and others, I place others
before myself, and I constantly strive to grow, to be the best version of myself because I am the
son of Tom Burke. Hands down the most inspiring leader I have ever known is my father. He
defines selflessness and charity and sets high standards for others and especially himself. As a
little league baseball coach, through his role on the parish council, by way of Christian Education
Weekends, and countless other endeavors he reflects everything a leader should be, and much of
what ISSL (SAI, 2007) details. He shares a vision of what he expects of himself and others, and
is focused on empowering others to the fullest of their ability. He organizes his time and
resources in a way to maximize growth, and betters himself through his commitment to his
family and community. I am who I am, because of him. More recently, a leader that I have
come to know more personally is my superintendent, Mr. Stan Rheingans. Mr. Rheingans
inspires me to be a better leader for he leads with such passion, and always with students as his
focal point. He cares about his teachers and administrators, but never forgets about the value of
other supporting staff throughout the district. I value and am inspired by Mr. Rheingans because
he believes in the value of building relationships and empowering others. He has fostered in me
a new sense of confidence and responsibility. Why have I chosen to pursue educational
leadership? In the words of Jack Welch (2005), Before you are a leader, success is all about
growing yourself. When you become a leader, success is all about growing others.

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References

Hattie, J. A. (1992). Measuring the effects of schooling. Australian Journal of Education, 36(1),
9.

Louis, K. S., Leithwood, K. L., & Anderson, S. E. (2010). Investigating the links to improved
student learning. Final report of research findings Wallace Foundation. Minneapolis,
MN.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From
research to results. Alexandria, VA: Association for Supervision and Curriculum
Development.

Robbins, P., & Alvy, H. B. (2009). The principals companion: Strategies for making the job
easier (3rd ed.). Thousand Oaks, CA.: Corwin Press, Inc.

School Administrators of Iowa, (2007). Iowa standards for school leaders. Retrieved from
website: http://www.sai-iowa.org/iowa-standards.cfm

Welch, J., & Welch, S. (2005). Winning. New York, NY: HarperBusiness Publishers.

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Whitaker, T. (2012). What great principals do differently: 18 things that matter most (2nd ed.).
Larchmont, NY.: Eye On Education, Inc.

Wilmore, E.L. (2002). Principal leadership: Applying the new Educational Leadership
Constituent Council (ELCC) Standards. Thousand Oaks, CA.: Corwin Press, Inc.