Running head: LEADING A CAMPUS OF LIFELONGE LEARNERS

Leading a Campus of Lifelong Learners

William Andrew Blount
University of New England
February 2, 2015

LEADING A CAMPUS OF LIFELONG LEARNERS

Leading a Campus of Lifelong Learners

Leadership is not being perfect every day. Leadership is not being a dictator. Leadership
is not trying to make all the decisions on your own. As an educational leader defining the
principles of leadership and organization to draw upon as one develops and implements a vision
for learning, positive school culture, and community relations is imperative in the success of a
campus. As I hope to lead my own campus one day I cannot forget the ideals that have been
implemented into my thinking through my coursework at The University of New England.
Heifetz and Snider (1987) as cited in The Josey-Bass Reader (2007) state, leaders act as
catalysts. A leader becomes a guide, interpreter, and stimulus of engagement (p.54). I believe
to become a leader to act as a catalysts I must commit to a campus of lifelong learners,
developing a shared vision amongst the faculty and staff, and using a collaborative approach
when analyzing the possible alternatives in any situation. It is a leaders responsibility to
minimize the negative consequences and maximize the positive outcomes while truly involving
others in every process.
Developing a school of lifelong learners is crucial. School, weve been told, is the place
for learning and adult life is the place for knowing (Senge, McCabe, Lucas, Kleiner, Dutton &
Smith, 2012, p.22). This is no longer the case in the 21st Century. Schools must promote
learning for teachers and administrators as well as for students. Personal mastery must be
evident. Children who see adults doing this are more likely to learn to do it themselves (Senge
et al. 2012, p.80). When each team member on campus is dedicated to becoming a lifelong
learner and personal mastery is evident a vision for learning can succeed.

LEADING A CAMPUS OF LIFELONG LEARNERS

A shared vision amongst the faculty and staff must be established. As a leader I must
ensure all mental images are understood and accepted by all faculty and staff members.
Developing goals together and believing in each other to reach these goals is key in leading a
successful campus. When developing this shared vision with the learning community it is the
leaders role to guide, interpret and encourage the engagement within the vision.
Using this collaborative approach a leader will be successful in developing a campus of
lifelong learners. This vision must remain with the kids as the number one priority but is not a
solo task for the leader to take on. While staying true to the desired outcome, a leader can truly
analyze the other alternatives available with the help of others. Both the quality of the decision
and acceptance can be improved through effective communications (Green, 2013, p.161). A
collaborative approach must be in place within the shared vision to accomplish all task on
campus.
Analyzing all aspects of the school life with a more collaborative approach is necessary
when leading a campus. Having the ability to be intentional with all decisions big or small is
imperative. The 21st Century is no longer a time when students learn and teachers teach. Our
students are asked to have guiding ideas, become innovators, and take risk. Teachers enable
students to accomplish these task and leaders enable teachers to succeed.
I am excited to complete my MSED here with the University of New England. The
knowledge I have received from school law, finance, differentiated instruction, motivation, and
leadership styles will enable me to create a shared vision, establish a campus of lifelong learners
and continue to collaborate to find best practices for educating our students in and out of the
classroom!

LEADING A CAMPUS OF LIFELONG LEARNERS

References
Green, R.L. (2013). Practicing the art of leadership. Boston, MA: Pearson Education, Inc.
The Jossey-Bass reader on educational leadership. (2007). San Francisco, CA: Jossey-Bass.
Senge, P., McCabe, N. C., Lucas, T., Kleiner, A., Dutton, J., & Smith, B. (2012). Schools
that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares
about education (Revised Ed.). New York: Crown Publishing Group.