LEADERSHIP PLATFORM 1

Leadership Platform
Ebonee Ervin-Gardner
California State University San Marcos
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Introduction

During my time in CSUSM’s Education Administration program, I have had the

opportunity to reflect on what makes an effective leader. In The Leadership Challenge (2012),

Kouzes & Posner explain that “leaders mobilize others to want to make extraordinary things

happen in organizations. It’s about the practice leaders use to transform values into actions,

visions to realities, obstacles into innovations, separateness into solidarity and risks into rewards.

It’s about leadership that creates the climate in which people turn challenging opportunities into

remarkable success.” This quote embodies my core beliefs about educational leadership.

Through my course readings, observations, conversations with colleagues, and my own

leadership experience, I have learned that effective leaders have work to create a shared vision,

build capacity in others, and foster relationships.

Vision

Effective leaders have a vision for the future and seek to create a shared vision with their

constituents as reflected in Standard 1 of the CPSEL. In The Leadership Challenge (2012),

James M. Kouzes & Barry Z. Posner note that “leaders look forward to the future. They hold in

their minds ideas and visions of what can be. They have a sense of what is uniquely possible if

everyone works together for a common purpose” (p. 100). Over the years, my personal vision

has been rooted in my passion to provide equity for all students. Disparities in access have

plagued our education system since its beginning in the 17th century. In an effort to rid the

system of these disparities, it is essential that educational leaders be proactive in closing gaps by

implementing policies and practices that help to create a level playing field for all students
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despite their race, religion, socioeconomic status, or sexual orientation. For this reason, I am

committed to developing a shared vision in which equity for all students is the foundation.

In an effort to inspire a shared vision rooted in equity, I serve as an advocate for the

underserved as a member of the School Site Council (SSC). Through my work with the SSC, I

have had the opportunity to collaborate with the council to allocate funds to various intervention

programs, supports, and services to help level the playing field for the typically underserved. As

I continue in my educational leadership journey, I am committed to working with those around

me to keep equity at the forefront.

Capacity

As a leader, I realize that I am only as effective as the team around me. For this reason, I

will work diligently to build capacity in others. As an educational leader, I will be charged with

making system wide improvements and this cannot be done without the efforts of the entire

team. By building capacity in others, this becomes a more manageable task. I can build capacity

in others through shared leadership. In Linking Leadership to Student Learning (2012), Kenneth

Leithwood states “research has found that increasing teacher influence may improve schools

significantly” (p. 30).

During my time in the CSUSM Education Administration program, I have had many

opportunities to see leaders build capacity in their staff. In my time shadowing, I realized just

how important it was for administrators to have a strong staff. I got an opportunity to see

administrators mentor, monitor, and build confidence in their staff. In one particular incident that

I witnessed, an administrator met with a newly appointed department chair to check on her

progress. During their meeting, the department chair was able to share her progress and ask
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questions. The meeting also gave the administrator time to clarify things, communicate a vision

and goals, and provide timely and effective feedback. Kouzes & Posner (2012) describe this

process by explaining that “giving your power away and fostering their personal power and

ownership will make them stronger and more capable” (p. 22). For this reason, I will work

industriously to build capacity in my staff, which will empower the staff to be confident and

capable members of the team and better enable to school to move toward the vision.

Relationships

With an ever present need for collaboration in education, I understand the need for

fostering positive relationships through communication and building trust as relationships are

built of trust and rooted in the quality of communication and an openness in sharing information

(Kouzes & Posner, 2012). In Introduction to Educational Leadership & Organizational Behavior

(2009), Patti Chance explains that “communication is an essential function of any organization.

Schools, as organizations, rely on the cooperation and collaboration of many people to achieve

their common goals” (p. 153). This principle aligns directly with Standard 3 of CPSEL as

building relationships is closely related to cultivating “a safe and productive learning and

working environment” where stakeholders can effectively collaborate (CPSEL, 2014).

In my observation and discussions with administrators, it has become relatively apparent

that the reality is that principals do not have what I call “direct power.” I believe that they do,

however, have “relational power.” That is power through relationships. Over the years, I have

been a strong proponent of relationship building in the classroom as I believe it leads to

academic improvement. Likewise, I believe that relationship building is an importance piece of

school improvement. This is why I am committed to making relationship building a cornerstone

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of my own leadership practice as I believe that it is by the relationships we build that we can

inspire those around us to move toward a shared vision.

Conclusion

Through creating a shared vision, building capacity in others, and fostering relationships

through communication and trust, leaders lay the foundation for effective collaboration and

success. .Effective leaders understand that “ ‘ you can’t do it alone’ is the mantra of exemplary

leaders- and for good reason. You simply cannot get extraordinary things done by yourself”

(Kouzes & Posner, 2012, p.238). This means that we have to have work with our staff to create

a shared vision, build up our staff so that they are equipped to embody the vision, and use our

influence base on the relationships we build to accomplish the vision. Upon reflection, it has

become clear that effective leadership “is not about who you are; it’s about what you do”

(Kouzes & Posner, 2012, p. 15). That is why I am committed to practicing these three principles

in my quest for exemplary educational leadership.

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References

California Commission on Teacher Credentialing. (2014). California Professional Standards for

Educational Leaders (CPSEL). Retrieved from: https://www.ctc.ca.gov/docs/ default

source/educator-prep/standards/cpsel-booklet-2014.pdf?sfvrsn=71b5d555_0

Chance, P. (2009). Introduction to educational leadership & organizational behavior: Theory

into practice. Larchmont, NY: Eye On Education

Kouzes, J., & Pozner, B. (2012). The leadership challenge: how to make extraordinary things

happen in organizations. San Francisco, CA: A Wiley Brand.

Leithwood, K., Louis, K. (2012). Linking leadership to student learning. San Francisco: Jossey

Bass.