Leadership Traits That Support a Positive School Community and Culture
The traits that will help me as an educational leader are as follows; vision, knowledge, effective communication, respect, fairness, dignity, and collaboration (Green, 2013). All seven traits are essential in supporting and establishing a positive school culture and community,
In order to establish a positive school community and the leader needs a vision and what that vision looks like for a positive school culture and climate, and how the team plans on promoting the positive culture by implementing strategies and setting a plan, and how the team will move forward on the structure of the plan. For ...view middle of the document...
The leader needs to share his/her vision, but it takes a team to share the vision and implement the vision for a positive school culture and climate. If I were to be successful at establishing and supporting a positive school environment as a leader I would need to have a vision and be able to share that vision to get others to share my vision.
An effective leader who is able to support and establish a school with a positive culture and climate has to have knowledge in different areas. A leader needs to understand their students and staff. The leader needs to know how to communicate the knowledge he/she has to communicate the needs to improve the culture and climate of the school. For example, if a leader wants to promote student academic improvement by increasing the academic rigor in the classrooms so all students are successful and actively engaged in their classes, the leader needs the knowledge to define academic rigor and convey that definition to his/her staff. The leader has to have the knowledge to promote career development for teachers to learn how to get their students actively engaged by implementing new instructional strategies in their classroom ( Brower & Powers, 2009), For a leader to promote rigor the leader has to have knowledge in both the meaning of rigor and how it will be implemented in every classroom. A qualitative study was conducted in a school to promote academic rigor (Brower & Powers, 2009). After observing classrooms and interviewing teachers in regards to what rigor is the teachers did not have a clear definition from their leader. Therefore, some faculty were not on board with academic rigor for all students. The leader was asked what the definition of rigor on his campus is, the leader explained his definition. The definition needed to be clarified to the faculty, along with the training that would allow teachers to teach with rigor, and most important to have all faculty sharing the same vision of student improvement by implementing academic rigor (Brower & Powers, 2009) In order for a leader to lead his/her staff in promoting and establishing a positive culture and climate the leader needs to have the knowledge of student’s needs, along with the needs of the faculty. The leader needs to define what it is that is expected of the faculty and how the expectation is going to be met, and also the knowledge of what career development training the faculty will need to promote academic rigor. Using the example from the qualitative study mentioned above. All these skills on the leader’s part takes knowledge. If I was to be successful at establishing a positive culture and climate on a school campus I would need to have knowledge on how I would convey the improvements I would like to make along with clarifying the goal, and be aware of the barriers my faculty might face, and implementing training for the faculty to master new strategies in their classrooms. For example, academic rigor in the classroom...