Presentation to Teachers

Presentation to Teachers

ORDER A PLAGIARISM FREE PAPER NOW

Running head: TRANSFORMATIONAL LEADERSHIP 1 Transformational Leadership David Johnson III 31 March 2019 TRANSFORMATIONAL LEADERSHIP 2 Transformational Theory Introduction In every institution, there are leaders and followers, policies and structures put in place to manage and allow the groups to operate and work together. Besides, leaders should improve the work ethics, relationships and the output objectives set by the organization. In most cases, leaders have been described as individuals that sacrifice their time and resources to support their followers. Therefore, one of the commonly used theories across industries is a transformational theory, because this concept demonstrates the efforts put by leaders to influence their results and work ethic within the institution. In learning institutions, leaders should show traits that support and influence growth that contributes to the success and improvement of the learners. Transformational leadership theory is relatively a new approach that helps teachers and educators in various learning institutions to create value and positive change in their followers. Strengths of transformational Although managers or educators in learning institutions use many leadership theories, transformational leadership theory presents some of the benefits and advantages that make it unique and most appropriate for improving learning in institutions and the participation of the learners in the class. This theory is supported by nearly 30 years of research correlating transformation leadership. Some of the published reports indicate that individuals that use this approach improve the performance of their followers, including individual contributions in the success of the institutions; student’s share ideas based on the skills and the influence developed by their educators. Secondly, this theory was the first concepts that were developed and validated to emphasize morals and values in leadership. This concept presents an approach that helps TRANSFORMATIONAL LEADERSHIP 3 leaders to set goals and build high expectations for students. Consequently, the majority of the leaders in different sectors have approved the need and the importance of embracing this concept as it creates an opportunity and environment that encourages others to participate and perform their duties better. Since this approach focuses on leaders taking actions to increase awareness on what is right and wrong in school, students learn from their teachers about the basic concepts. Therefore, moral ideas are instilled in the early stages that enable growth in ethical generations. In school, the approach targets to move to behold a person own self-interests for a greater good of the society and the school. Lastly, this concept boasts its success on its essential elements. They include the idealized influence of leaders- Teachers and school administrators focus on ideologies and management of resources that meet the interests of the students and the school. Secondly, the ability to inspire confidence among the student and the individuals within the learning institution, support the success of the approach. Student’s motivation and ethical conducts improve their performance and influence in the institutions. It is the responsibility of the leaders to ensure that every individual within the institution including non-teaching staff is inspired and motivated to perform their duties. Another strength arising from this theory is the intellectual stimulation and creativity elements demonstrated by leaders (Mandell, 2003). This concept allows managers and students to work together, innovate and share ideas that lead to inventions and growth. Lastly, the approach enables individualized consideration of group members; this step takes place where teachers institute mechanisms that help and improve individual students within the school among the group members. A leader can identify people that are not performing within a particular group and offer them guidance and encouragement to perform their duties better. TRANSFORMATIONAL LEADERSHIP 4 The implication of school improvement The transformational leadership style of teachers empowers and improves the school in many ways. Nevertheless, one should note that developing the school, one has to promote the student’s participation and performance in class. Therefore, teachers empower and increase student motivations using this theory. This is likely to take place when they feel wanted and respected. Teachers that practice transformational leadership inspire and support the students by providing guidance, motivation and being roles models in most of the activities within the school (Bass, 2013). Secondly, it enhances the learning and engagement of students; this theory advocate for ethical behavior, idea sharing and principles of morality. Once students understand the need to uphold and respect others, their class and fieldwork activities improve. Thirdly, this approach helps students to experience success, enhance their performance and develop quality relationships in the classroom and fieldwork. Innovation and designs are encouraged by leaders practicing transformational leadership approach in the school. Lastly, since the theory recognizes the efforts of every stakeholder’s teachers are expected to implement and support the talents, and skills other than academic qualifications among their students. Conclusion In conclusion, the application of transformational theory in learning institutions has proved to support the school through inspiring and motivating the students since they are the primary stakeholders of the institution. The concepts elements strengthen the approach and provide several benefits to the learners when it is applied. At the same time, most of the leaders give the knowledge and skills for the learners to gain access and appreciate themselves by participating in community development and school activities. TRANSFORMATIONAL LEADERSHIP 5 Reference Bass, B. M., & Avolio, B. J. (2013). Transformational leadership and organizational culture. Public administration quarterly, 112-121. Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of business and psychology, 17(3), 387-404. Signature Assignment: School Improvement Plan (SIP)* ADMIN/565 Version 6 University of Phoenix Material Signature Assignment: School Improvement Plan (SIP)* Principals are required to plan, organize, monitor, and evaluate a school improvement plan that addresses areas of weakness reflected in their school’s annual standardized test scores. The intent of the plan is to improve the quality of instruction, raise students’ skills, and increase their test scores. In this assignment, you will select a school, examine its most recent reading and mathematics standardized test scores, and create a plan that will address the areas of weakness in one of those two subject areas. Part One: Data Evaluation and Identification of Goals a. Examine and discuss the demographics of the community and school. Relate how community and school demographics impact student learning. Include the following in the school profile: 1) The school’s name (create a pseudonym) 2) Location and description of the school and its community 3) Grade levels 4) Student enrollment 5) Student demographics 6) Number of teachers b. Make use of the school profile and relevant assessment data. 1) Examine the most recent reading and mathematics standardized test data for all grade levels tested at this school. If possible, use the school databases to extract and analyze data, or go to the school district website, state department of education, or other official source for information. Data may also be obtained from the school principal. 2) Graphically represent reading and mathematics data for each grade level tested. Summarize the information that you found. Analyze patterns, strengths, and weaknesses related to reading and mathematics achievement. c. Explain your rationale for selecting either the reading or mathematics subject area to work on and describe the specific aspect(s) of this subject area that are of particular concern. d. List your major goal(s) for the reading or mathematics improvement plan. Part Two: Action Plan Describe in detail the actions you will take to make the development and the implementation of this plan an inclusive decision-making and communication process. • • • Describe and explain how you will involve relevant stakeholders (students, faculty, staff, administrators, families, and community) in setting and carrying out the plan’s objectives. Describe and explain how progress toward achievement of objectives will be monitored and assessed, and by whom. Describe the professional development component of the plan. How will professional development be determined and implemented, and by whom? Part Three: Reflection Reflect on the process of developing a school improvement plan including the role of the principal as instructional leader, collaboration among stakeholders, decision making, and the use of relevant data to improve the quality of instruction. Copyright © 2016 by University of Phoenix. All rights reserved. 1
Purchase answer to see full attachment