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Running head: Leadership Platform

The Educational Leadership Platform


Selena Frizzley
EEA 535: Dimensions of Educational Leadership
Masters of Education in Leadership

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Running head: Leadership Platform

Reflecting on my passion for Education and what has led me on this path has been an
interesting journey. I am truly passionate about fostering a culture of student leadership where
all learners have the opportunity to lead and to understand the benefits of such opportunities.
The more opportunities for students to lead at a young age, the more likely they will become
leaders in the future. I am also passionate about building meaningful relationships between the
instructors and students as a way of ensuring student success the more that others feel
appreciated and have their contributions acknowledged, the more likely they will continue to
take pride in their work and drive toward the common goal and purpose of student success and
achievement (Kouzes & Posner, 2012). Being authentic and true to what you believe is also a
key element in establishing trust and credibility. I also believe in an open door policy where staff
are made to feel comfortable about voicing their concerns and sharing knowledge and/or ideas.
As educators we can enhance the learning experience by making the time to truly listen to our
students and allowing them to contribute to ongoing and meaningful discussions (Goleman,
2014). As leaders, we need to lead by example and learn to genuinely listen so that students do
the same when faced with their own leadership roles.
At this point in my career, I am at a level that I am ready to share what I have learned in
my years of teaching. I feel that my classroom is an encouraging and safe space of learning,
challenging, happiness, leadership and passion. I would love to see this style of classroom
implemented in other schools throughout the community. Sharing the knowledge that I have
gained, using it to guide and peer coach others. Accepting change and looking at the benefits of
this for my students and the community as a whole. When certain pedagogical models are not
working, I actively accept change and analyze the benefits that this has for my students.

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Running head: Leadership Platform

Moreover, I participate in the difficult and uncomfortable conversations that are necessary to
promote and enact change in order to improve the learning experience (Senge, 1994).
Essential to leadership is to model the way, or walk the talk, according to Kouzes and
Posner (2012, p.39). True leaders know that in order to achieve high standards of student
behaviour, they must model the way themselves. Live what you are saying and have a clear
understanding of who you are as an educator and person. Having a shared vision and having the
ability to share it with others. Lead by example and show people the way towards the shared
vision (Kouzes & Posner, 2012). Finding a way to inspire people and open the doors to your
vision is necessary. Also essential to an authentic leadership style, is the ability to be honest,
forward thinking, content and inspiring (Kouzes & Posner, 2012).
Influencing my own leadership style is the styles of other leaders who have inspired me
throughout the years. I align myself with people of similar thinking, like minded individuals who
focus on relationship building (Goleman, 2014). The leaders who focus on putting the needs of
the child first and having the child at the forefront of one's thoughts are leaders with strength and
vision. These leaders are able to develop loyalty and trust with their staff. This loyalty and
commitment becomes reciprocal and the desire to do things for the leader, as they have done for
you seems to happen without effort (Kouzes & Posner, 2012). This kind of mutual respect and
commitment is what I desire to establish in a school community.
The style of leadership that I work towards is that which is outlined by Kouzes and
Posner and Covey. Informed by their pedagogical models, I aspire to have a school community
full of and supported by people that want to encourage student leadership. Students become
successful, when they have a sense of respect for themselves and an opportunity to build on their
own gifts and talents (Covey, 2008). I strongly align myself with Kouzes and Posners models of

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Running head: Leadership Platform

encouraging the heart and modelling the way. I wish to foster a sense of community by
recognizing the contributions of others and taking the time to celebrate success (Kouzes &
Posner, 2012). My desire to build culture and community within a school has directed my
leadership style and motivated my vision and mission.
When students graduate from a school that I am leading, I hope that they have had
opportunities for student leadership, opportunities to direct and to speak publically. The
opportunity for students to participate in leadership while in school increases a students chance
of becoming leaders in the future (Covey, 2008). For one, they will have had opportunities to
speak publicly and to gain confidence in this practise. By being loved and cared for each and
every day, they will graduate with a sense of belonging and of being truly cherished for during
their school years (Covey, 2008). After years of teachers encouraging their heart, students will
be able to do so for others (Kouzes &Posner, 2012).
I have gained the knowledge to help guide the students as they become adults in the real
world, I wish to impart this on others. My students develop the skills to help them find a job or
educational path and feel confident they are on the path they have chosen. I hope that in the real
world they will encourage and inspire others. They will continue to be leaders in whatever path
they have chosen. Knowing that you are setting the example for others and have learned to
follow the mission and vision of the organization that you choose to follow, as your career path
(Kouzes & Posner, 2012).
As for teachers, I expect that they will not lose the passion that guided them to their
careers as educators. That they will always be looking for ways to enhance themselves and their
teaching practices. Taking on new initiative and seizing the opportunity to help guide other
teachers (Kouzes & Posner 2012). Modelling the way and showing others what you have

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Running head: Leadership Platform

learned from your years of teaching (Kouzes and Posner 2012). Opening yourself to observe
others teach and being open to provide feedback and support to one another. Being a lifelong
learner and working on developing your teaching practice. Allowing people into your teaching
style and classroom; feeling open to share your practice, to help better other teachers practise.
As a team we need to continue to set goals and to understand the big picture or shared
vision of the school. We also need to work towards making all people feel valued and
appreciated and recognized as appreciated members of the team (Kouzes & Posner, 2012).
Together all member of a school are necessary to achieve a common mission and to keep the
students needs in mind as our main objective. The entire team must be seen as valuable and
vital to the working of the school. Doing all of this while showing humility, and recognizing that
we are all human and know ones persons role in the school is more important than another's
(Kouzes & Posner 2012).
Three belief values that are non-negotiable for me include being credible, accountable
and competent. Credibility has to be at the forefront of one's beliefs. Staff and students must
believe in what the leader is telling them and have confidence in the leader (Kouzes & Posner,
2012). If the staff believe in your credibility, then they will be more willing to accept your
shared vision and be open to accept change. According the Kouzes and Posner the first law of
leadership is that If you dont believe in the messenger, you wont believe the message (p. 38).
The staff, students and community must feel supported, appreciated and motivated from within
the school, which goes hand in hand with being credible (Kouzes & Posner, 2012). As for our
student graduates, we want them to show them the value of being credible when entering postsecondary or the work force.

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Running head: Leadership Platform

The next non-negotiable trait of a leader is being accountable. The more that people are
held accountable and responsible for themselves, the more likely other will want to work with
them. This type of cooperation and team building comes from staff having responsibilities and
choices. When people are given choice to do things and the trust that they are going to get things
done properly, this type of accountability encourages more responsibility (Kouzes & Posner,
2012). Once staff have the support and resources necessary, they need to be given the autonomy
to get the job done and the accountability to get it done properly. First and foremost staff are
accountable to the students who are educators number one priority (Kouzes & Posner, 2012).
This type of accountability leads right into what is desired or our student graduates. That is, a
desire for them to be accountable and have autonomy over their learning and being trusted to
make decision needed for them with guidance and support in their career or educational path
Wilson, 2011).
The final non-negotiable leadership trait is the development of competence. Credibility
comes with continual learning, growing, and challenging of all staff member. As teachers we
should continually educate ourselves and share our pedagogical knowledge with others. This
type of cooperative learning model, where people continually share their insights with each
other, will make us all better educators (Kouzes & Posner, 2012). Making people more educated
is the job of every leader.
To build competence the staff need to be truly involved in decision making. Students can
also be involved in decision making, allowing them to play an important role in the school and in
their own learning (Wilson, 2011). Developing a culture of student leadership; allowing students
opportunities to make decisions about their school community and that are important to them

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Running head: Leadership Platform

(Covey, 2008). These types of decision making opportunities will ensure that graduate leave
with the sense of empowerment; that they have a voice and the skills to lead with competence.
The future school that I would want to lead would have student leaders greeting all
students and guests at the front doors (Covey, 2008). The morning announcement would be
completed solely by student leaders. Student leadership roles would be put in place in all classes
and there would be the opportunity to fulfill various jobs within the school (Covey, 2008).
These jobs might include recycling leaders, lunch and recess assistants, leaders to organize and
run assemblies, and various other leadership roles throughout the school. Teachers would provide
students with the resources and support necessary for the success of independent leaders (Covey,
2008). Language of the seven habits as outlined by Covey, could be implemented in classrooms,
hallways, and outside and hopefully carry through to the community (Covey 2008). The type of
school I want to lead is one where a culture of student leadership is lived, practiced and felt by
the staff, students and community.
I want to lead a school where students are working on the seven habits and embodying
leadership principles. The students working on being proactive and goal setting (Covey, 2008).
Students taking time to work on their data notebooks, to record their own academic achievement
and goal setting (Covey 2008). Students and staff working collaboratively on classroom mission
statements and posting them throughout the halls; stating what we are and what we stand for.
The staff living their leadership values and always striving to encourage leaders and
create leadership opportunities(Covey, 2008). Staff working together to become instructional
coaches and leaders to one another. I envision the school culture to be one of positivity and
openness where people strive to push themselves, yet feel comfortable to try new initiatives and
make mistakes (Kouzes & Posner, 2012). The staff working side by side, to help develop

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Running head: Leadership Platform

students as leaders. Opportunities being created to have students taking the lead and taking the
initiative. This school that I aspire to create and to lead would not occur naturally or easily but
would require years of hard work and collaboration.

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Running head: Leadership Platform

References:

Covey, S.R. (2008). The leader in me: How schools and parents around the world are inspiring
greatness, one child at a time. New York, NY: Free Press.
Goleman, D. (2014). What makes a leader: Why emotional intelligence matters (1st ed.).
Florence, MA: More than sound, LLC.
Kouzes, J. M., Posner, B. Z., & NetLibrary, I. (2012). The leadership challenge (5th ed.). San
Francisco, CA: Jossey-Bass.
Senge, P. M. (1994). The fifth discipline: The art and practice of the learning organization (A
Currency paperback. ed.). New York: Doubleday/Currency.
Wilson, D. L. (2011). Successful educational leadership at high performing schools. Vol. 8.
Retrieved from http://eric.ed.gov/?id=ED520457.

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