Leadership Platform

California State University San Marcos

Christina Gallardo
 Through the Education Administration coursework at CSUSM, I have gained many

valuable experiences that have shaped my vision of effective educational leadership. As I

reflect on my philosophy and principles regarding educational leadership a quote by Nelson

Mandela came to mind. Mandela once said, Education is the most powerful weapon we can use

to change the world. As a leader, I can equip my staff and students to change the world. The

mark I leave on staff and students will make impacts for years to come. The foundation of my

leadership principals is focused on relationships. Additionally, an important aspect of effective

leadership is a desire to lead future leaders. Another valuable principle of effective leadership is

reflection.

Relationships

Relationships formed with staff, students, and parents create the culture of the school.

Relationships encompass communication and visibility of the leader. In EDAD 610 we explored

elements of building relationships as a leader and trust was the cornerstone of relationships.

When people within organizations feel safe and valued, trust and cooperation flourish. When

these elements are present amazing things, begin to happen. Staff will combine their talents and

knowledge to work together for the greater good of the school site. Leithwood and Louis (2012),

explained that trust is a predictor of the satisfaction of people within an organization even more

so than the staffs participation in decision-making. Additionally, when staff trust the

educational leader they will work more efficiently together (Kouzes & Posner, 2012).

Through relationships formed between the education leader and staff, we are able to

create change. Lindsey et al. (2009) use the example of pebbles in a pond. We all have one

pebble when we drop the pebble into the water on our own it will not make a small impact, but

when we come together and put all of our pebbles together, we can make a big splash and cause
ripples of change. I want to be a leader that encourages staff to come together and create

ripples. Together we can create an impact on our students lives.

In order to form relationships as a leader, I will first foremost be visible to staff. Through

past experience, I have been able to form professional relationships with leaders that physically

show up. Additionally, I will listen to my staff. I want my staff to know that when they

communicate with me they are being heard and their words have value. Through being visible

and listening to my staff trust will be built and from the trust will come relationships. This same

concept applies to relating to students and parents of students.

Leader of Leaders

During my field study experience, the principal at my site encouraged me to be a future

leader. He trusted me to be an administrative designee and these experiences have formed who I

will be as an educational leader. My driving force will also be to bring out the potential in each

teacher and for them to realize they too are leaders. Every teacher has the potential to light a

spark in his or her students. I will be a leader of leaders by honing in on each individual's

strengths. I will use my staffs strengths by giving them responsibilities within their scope.

Kouzer and Posner (2012) explained the paradox of power which has shaped how I want

to lead my staff. The leader becomes more powerful and influential when they give away their

power to others. I have come to realize through the coursework and fieldwork experience the

value of using others strengths. Not only is this efficient because we dont have to be experts at

everything, but it also makes staff feel like they are part of the process. Through the

involvement of staff buy-in to change is increased.

Reflection
 Reflection is an important principle for an effective educational leader. The act of

reflection can be both formal or informal. Throughout the educational administration coursework,

we have learned the importance of using data to drive instruction, practices, and change within the

school. Educational leaders must analyze the areas of strength and areas of needed growth, as seen

in data, in order to identify areas that require more support.

Informal reflection of practices is when the leader looks at their own practices and

principles and determines the effectiveness within the school and within the culture of the school.

This makes me think the Nadia Lopez. Throughout the process of Nadia creating Mott Hall, she

is in constant reflection. She makes adjustments to her approach to her staff and students in order

to make the biggest impact. Through the act of reflection and adjustments, Nadia is able to create

valuable change within her school. As an educational leader, I will reflect on my practices in order

to create the best environment for my students and staff.

Conclusion

The valuable coursework, course readings, discussions, and field experience has shaped

my principles as an educational leader. I am so grateful for the experiences and the knowledge

that will stay with me as I move into a leadership role. Through these experiences, I have learned

the importance of relationships, leading leaders, and reflection. I know that as I develop as leader

and have more experiences my vision and principles will morph but this experience has given me

a lasting foundation.
References

Kouzes, J. M., & Posner, B. (2012). The Leadership Challenge (5th ed.). San Francisco, CA:

Jossey-Bass.

Leithwood, K. A., & Louis, K. S. (2012). Linking leadership to student learning. San Francisco,

CA: Jossey-Bass.

Lindsey, R. B., Robins, K. N., & Terrell, R. D. (1999). Cultural proficiency: A manual for school

leaders. Thousand Oaks, CA: Corwin Press.

Lopez, N. (2016). The Bridge to Brilliance How One Principal in a Tough Community Is Inspiring

the World. New York, NY: Penguin Group USA.