Running Head: LEADERSHIP AND GROWTH

Personal Look at Defining Leadership and Future Growth

Pamela R. Hudson Bailey

George Mason University

Personal Look at Defining Leadership and Future Growth

A leader is only a leader if he or she has followers. The tone and success for the entire school is set by how a leader reacts and involves his or her followers. In this paper the role of the leader will be defined along with a self analysis of personal future growth. Some aspects such as power, vision and goals, characteristics, communication, and instructional leader roles will be addressed when defining leadership. A leader cannot be defined as strictly transformational, charismatic, transactional, distributive or authentic. Leadership, in order to be flexible and acknowledge needs, is a blending of the various types mentioned according to the situation one finds him or herself. R. G. Owens and T. C. Valesky (2007) state that "…leadership, and administration as well, means working with and through people to achieve organizational goals” (p. 82). Each of the aspects of leadership, implemented in varying degrees and methods, will lead to successful schools and a staff that is productive, meeting the needs of all students, the ultimate goal.

Leadership Defined

Power of and in leadership.

Not only must a leader have followers but leadership should not be based on the person with the most power. The power of leadership is assessed with the end product, improvement of student achievement (Day, 2007). Building up each person individually or the entire group as a whole in order to obtain the end product is power according to Christopher Day (2007) and his approach to change leadership. A transformational leadership approach encourages a shared leadership where power and authority is redistributed to the teachers (Webb, Neumann, & Jones, 2004). Power in leadership is not a dictatorship with the ultimate ruler presiding over every decision and action. The goal of a leader should be to redistribute the power so that in his or her absence the organization will continue to be functional and self-sustaining. Power may then be equated to how and to what extent a leader influences his or her followers with regard to motivation and the common purpose resulting from the communication and interactions between the leader and followers (Burns, 1979).

Vision and goals of leadership.

Owens & Valesky (2007) also discuss the importance of leaders having a common purpose and vision that is shared with followers. A shared vision, a common purpose, and meeting the needs and wants of all parties are crucial in order to insure success in each of the four phases of change leadership discussed by Day (2007). The first stage involves shared vision, security, community involvement and improving instruction. Taking ownership in the process and end result is part of stage two as well as re-evaluating the vision, distributing leadership responsibilities and professional development. The third stage is looking at data and then repeating the first two stages with the new knowledge. Lastly all three stages need to be continually assessed and/or repeated adjusting the vision for continued success of students. Every stage involves the vision as a dynamic statement, ever-changing to fit the needs of and involving all stakeholders.

Charismatic leaders “… promote organizational change by articulating a clear vision and creating a strong bond with followers that leads to acceptance of the vision” (Ilies, Judge, & Wagner, 2006, p.1). Leader and follower need to be involved in creating and enacting the vision with the leader facilitating and initiating any changes (Webb, Neumann, & Jones, 2004). A vision determined collaboratively by all stakeholders will increase their buy-in, but from this one vision statement many goals may be developed. The transformational leadership approach is also discussed by Ilies, Judge, & Wagner (2006) and Peters & Le Cornu (2008) stating that goals become more specific when based on a clear and strong vision.

As Day (2007) reveals in his four stages, stakeholders need to adapt to change and growth by re-evaluating the vision. Actions based on vision, purpose and goals will lead to stakeholder trust even in an ever-changing society (Wheatley, 2006). Wheatley (2006) emphasizes clarity of vision and goals as important to any system. A dysfunctional system will lack clarity as well as information. Communication skills are needed to determine needs, wants and motivational levels of the followers (Burns, 1979).

Communication skills.

Communication is one of the crucial aspects of leadership, vertically and horizontally within an organization (Owens & Valesky, 2007). Knowing oneself will enable the authentic leader to react to others with confidence (Novicevic, Harvey, Buckley, Brown-Radford, & Evans 2006). Novicevic et al. (2006) states that knowing oneself helps to create personal harmony within and between the many responsibilities of the leader. Decisions may need to be made quickly and in the best interests of all stakeholders. When there is conflict between moral and ethical decisions, communication may appear to reveal doubts or questions with the vision, purpose and goals. A moral leadership approach will exist when the leader considers the followers needs, values and purpose as he or she makes decisions and plans (Burns, 1979). Leaders need to listen to their followers as well communicate a clear vision and purpose to promote a sense of ownership of the process, and eventually the product (Day, 2007). The primary task of a leader is to make sure that the organization knows itself (Wheatley, 2006).

Instructional leadership.

Orr, Berg, Shore and Meier (2008) focus on five themes with the first stating that leadership needs to have a focus on instruction. The first theme leads to the remaining four which include collaboration, the instructional approach, confidence and trust, and the dynamics of the school and district. Collaboration should include distributive leadership among staff as they join together on curriculum, instruction and assessment. Preserving and using instructional time effectively will be an approach to instruction using ritual and routines. Confidence and trust in a student’s ability to learn and of the teacher’s ability to teach need to be acknowledged by the leader. The dynamics of each school is different within a school district and should be considered as the staff collaborates on the vision, purpose and goals. Improvements in any one area will lead to improvements in the other five and the same is true when an area becomes a concern, the remaining areas will also. Owens & Valesky (2007) extend the idea of trust and confidence to include all subordinates.

Judy Peters and Rosie Le Cornu (2008) list several characteristics of effective leadership based on different types of leadership styles. L. Lambert’s work on the constructivist approach (as cited in Peters and Le Cornu, 2008), reveals that leaders of learning are interested in “the reciprocal process that enable participants in an educational community to construct meaning that leads toward a shared purpose of schooling” (p. 106). All stakeholders are involved in student learning and the teaching process, respecting the various attitudes and knowledge that come together to construct meaning. A constructivist approach to leadership enables “… leaders and teachers to confront and reframe worldviews in new ways resulting in new learning and changes in their practice (p. 106).”

Transformational leadership with regard to instruction focuses on developing the students according to Peters & Le Cornu (2008). With a shared understanding of the vision, purpose, and goals, students will obtain and put into action directions toward the product. Burns defines transformational leadership as “…leaders who shape, alter, and elevate the motives and goals of the institutional members” (as cited by Webb, Neumann & Jones, 2004, p. 257). In order for the leader to foster this type of culture he or she must create and maintain a collaborative culture of staff development that focuses on the vision and goals of the school. Jung & Sosik (2006) posit that charismatic instructional leaders are a type of transformational leadership. This type of leader encourages self-sacrifice for the good of the school, students and community. Similar to charismatic leadership, an invitational leader incorporates trust, optimism, respect and intentionality, each implemented as choices based on the vision of the group and/or leader (Peters & Le Cornu, 2008). Within all the types of leadership there is a focus on learning, respect and reciprocal relationships along with a moral and technical dimension to meet the needs of all stakeholders.

Leadership traits and characteristics.

Characteristics of a charismatic leader according to Ilies, Judge, and Wagner (2006) include self-confidence, determination, enthusiasm, full of energy, and the ability to transfer positive emotions to followers. Ilies, Judge and Wagner call this transfer of emotions “emotional contagion.” Joseph Murphy (2008) list traits and characteristics of a leader in a change situation which includes knowing the culture, being action oriented, modeling required and requested actions, being flexible, having a positive outlook, being optimistic, having self-confidence, being trustworthy and honest, having moral standards, being hardworking and a decision maker. Self-confidence is a trait also listed by Jung & Sosik (2006). In addition to self-confidence, Jung & Sosik (2006) include in their list of leadership characteristics a need to influence others, a need to monitor behavior of self to maintain a positive self worth, and being adaptable to surrounding activities and actions so he or she can readjust his or her own behaviors and actions. When a school or organization is in decline, leadership is the most critical element in the recovery (Murphy, 2008). Successful leaders need characteristics that will guide stakeholders to obtain and be successful with short term goals while building attitudes that will sustain through the long term.

My Personal Leadership Position

Leadership skills of importance.

Different leaders place greater importance on skills that relate to their vision and view of leadership. I found several articles that discussed skills that will be effective with regard to my vision and view of leadership. Relating leadership of change to one specific individual’s life was the goal of Jill Sperandio (2006). She quoted Kanter as saying that effective leaders were ‘the right people in the right place at the right time’ (p.75). Kotter’s model for leadership was reviewed by Sperandio and includes team-building, creating and selling one’s vision, and maintaining the important elements of an organization. Correlating these aspects with the life of Sir George White reinforced that he was in the right place to sell his vision that still maintained the organizational beliefs. White was concerned with the needs and wants of his employees, the public, and the government, using his knowledge to motivate and empower the individuals to feel that they were the most important part of the team. Recognizing what was important to him and his family, White portrayed leadership skills that I feel are important to all stakeholders.

The characteristics and traits listed previously by Murphy (2008) are also leadership skills of importance. Each may be characterized as transformational, authentic, charismatic, or leadership of change depending on the situation and the intensity of the characteristic applied. Amelia Newcomb (2008) summarized eight steps by John Kotter that indicate a pattern found in cases where a leader has had impact on positive change within the organization. These skills include creating a sense of necessity, pulling together the guiding team, developing a vision and strategy, communicating for understanding and buy-in, empowering others to act, producing short-term wins, never letting up and creating a new culture. Having the ability to prioritize academic achievement, implementing a standards-based curriculum, using data to improve instruction and student achievement and effective management of the improvement process are important leadership skills given by Orr, Berg, Shore & Meier (2008).

Leadership traits and characteristics.

Character traits that I want to exhibit as a leader include fairness and being a good communicator. Traits listed by authors that I feel are important include self-confidence, determination, enthusiasm, and being full of energy by Ilies, Judge, and Wagner (2006) and being action oriented, modeling required and requested actions, being flexible, having a positive outlook, being trustworthy and honest, having moral standards, being hardworking and a decision maker by Murphy (2008). In general, being a morally good person that puts others before self and doing the best for our students will lead to characteristics that I feel are important for successful leadership.

Power of and in leadership.

Being able to influence others and to work collaboratively toward my vision is the type of power in leadership that I want to exhibit. Working with teachers as they plan and facilitate educating students will lead to raising the self-confidence of the teachers and provide them with the feeling of ownership in the process and ultimately the product. Influencing teachers to the successfulness and relevancy of teaching to meet all student needs will empower them to become leaders in their schools and classrooms. Power needs to be passed on, handed down, and/or shared with teachers thereby spreading my passion for the teaching and learning of mathematics.

Vision and goals of leadership.

My vision is a combination of personal and leadership personal statements. “Your leadership vision must fit with your personal vision; it emerges from it and helps make your personal vision happen” according to Lee & King (2001, p. 33). Novicevic, Harvey, Buckley, Brown-Radford, & Evans (2006) discussed the importance of knowing oneself. Knowing and acknowledging what is important on a personal and career level will increase the likelihood that the two will correlate and complement each other. Authenticity plays a part in the life of every leader. Lee & King (2001) state that “They [leaders] infuse the work with their own values and experiences, are as concerned with their shortcomings as with their strengths, and never forget that they are a full human being, not just a person in a leadership role” (p.34). It is my goal that by acknowledging my personal vision that my leadership vision will be reflective of my actions.

My personal vision:

To treat and be treated by others with respect; to show concern for others; to balance my

family, career, and educational endeavors; to be the best person I can be, trustworthy,

honest, hardworking, and high moral standards; and to fulfill my need to grow in

knowledge and spirituality.

My leadership vision as a secondary mathematics coordinator:

To communicate, educate, facilitate, co-teach, and mentor teachers in research based

strategies and methodologies that will increase student achievement in mathematics and meet student needs. Spreading passion and distributing leadership responsibilities as I help teachers educate students using methodologies/strategies that fit all student needs.

Leadership roles.

Lee & King (2001) listed several roles that leaders may exhibit. Those that I consider my strengths include being a good communicator, a change agent and a people developer. Communication has taken patience and endurance but sharing my vision of teaching and learning mathematics is beginning to be apparent in some of the schools. Our county is in the midst of change which is being resisted by some of the teachers. Each year I have attempted to focus on an aspect of change that is based on the vision of mathematics being expressed in the county. This includes facilitating a group of teachers called “The Change Agents” in their endeavors to change from traditional teaching methods to those of inquiry and student-centered learning. Focus sessions are ongoing each year and center on the research based methodologies. Teachers are encouraged to co-facilitate workshops and in-service sessions so they can in turn become leaders in their respective schools as they undergo change. This leads to being a people developer as a strength.

Lee & King (2001) posit that people developers “… set a challenging environment to encourage individual growth” and “… provide constructive feedback to other people in order to assist in their development” (p. 85). The Change Agents were challenged to grow as well as a group of teachers called resource teachers, one from each school, that meet four times a year to discuss needs, concerns, and positive actions that are occurring within their departments.

Distributing leadership to the high school resource teacher’s aids communication between central office and each school’s mathematics department. Constructive feedback is given daily as I work with or observe teachers.

My weaknesses include the fear of being a risk taker, integrating others to assist in solving problems, and being a negotiator. These weaknesses are due to not being given the opportunities to do or apply myself in situations as they arise but instead needing to check with those above me to insure that the correct path or language will be used. Our system, in change, wants to maintain control of the actions of those in subordinate positions in an effort to insure that change is happening. This includes integrating others within the county in an effort to “… gain their cooperation and support” (p. 84). Teachers acting as co-facilitators in workshops and professional development must be approved through a process at central office. This lessens the number of teachers volunteering or agreeing to assist in educating their peers. Negotiating is also out of my control within the county. School administrators handle teachers in conflict over methodologies or content usually without consulting content leaders. As knowledge and acceptance of my position increases among administrators so does my involvement in the weaknesses listed above.

Reading Lee & King (2001) has helped me to acknowledge myself as a leader. “The complement of knowing yourself is accepting what you know. By accepting who you are, including your limitations, you can acknowledge to yourself and others where you need help” (Lee & King, 2001, p. 74). A person cannot improve on something if they do not know the area in need of improvement. After acknowledging weaknesses it is now up to myself, as a future leader, to take steps to improve or correct these areas.

My future as a leader.

My dream is to be a leader in mathematics education, a spokesperson and advocate for student-centered, inquiry based, instruction. All students can learn mathematics given the right tools, methodologies and time. It is my goal to educate teachers by communicating my vision so that students will be given the opportunity to learn and apply mathematics but more importantly to distribute leadership so my passion will spread quicker. In five to seven years I would like to be in a supervisory position in mathematics on the county or state level, working with K-12 teachers.

In the meantime I will need to address my weaknesses. Currently I work with end of course mathematics teachers modeling and co-teaching mathematics that exude best practice as well as providing professional development to practice and reinforce skills. The culture within each of these schools mathematics departments is one of tradition and not one of change. Many, but not all, teachers feel that they have a degree in mathematics and therefore do not need assistance in meeting student needs and do not hesitate to let me know. A state of disequilibrium exists within the county when our students do not learn what has been taught or at least do not retain the information. The disequilibrium upsets teachers who in turn blame the students and their families. Teachers do not perceive low scores as their fault but instead blame the system. Many of the teachers are afraid of changing for fear that the scores will drop even lower. On the positive side this disequilibrium has led a few to be receptive of the vision of reform in mathematics and of my help. As a mathematics coordinator I am a helper and educator of teachers but only if they are accepting of my assistance.

Teachers need and want more guidance that is explicit thereby taking the concern of failure for their approach off of them and on the system. My vision has begun to be recognized by administrators as a few schools have adopted the reform movement of a student-centered inquiry approach. This has led to more teacher buy-in and better communication between myself, administrators, and teachers. On the flip side it has also led to low teacher moral and conflict within the mathematics departments of those adopting the change. It has been a slow process to get to the point of a couple of schools adopting the vision and it will take more time for all the teachers to come on board. Patience, continual communication of the vision, teachers acknowledging that the methodologies are successful, and creating teams and building leadership within the schools will also take time. I have also come to realize that the support and leadership style at the central office does not correlate with my vision.

Conclusion

The concept of leadership is inseparable from a “…followers’ needs and goals” according to Burns (1979). A successful outcome of the goals and vision of the leader will be the result of the strong bond of the followers, recognizing their needs and encouraging them to acknowledge the purpose behind the vision. Defining leadership is multi-faceted and involves many variables (Novicevic, Harvey, Buckley, Brown-Radford & Evans, 2006). Novicevic et al. state that confidence in reacting to others in the role of a leader is better accomplished when one knows him or herself. A leader portrays a specific leadership style or a combination the various styles mentioned above, transactional, transformational, leadership for change, authentic and charismatic leadership, depending on the situation. Knowing oneself will enable the leader to set the tone for the entire school based on the stakeholders involved and his or her personal definition of leadership. One of the main goals is to bring all parties together for a common purpose resulting in a situation that is productive and desirable (Burns, 1979). This common purpose is a result of a clear vision that correlates to the leader’s personal vision along with knowing his or herself. Day (2007) continually re-evaluates the vision for the school in his four phases; leaders also need to continually re-evaluate their personal and leadership vision.

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