Worldview of Leadership


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Worldview of Leadership

I know to be true that God calls everyone to be leaders in different capacities throughout one’s life. We are to extend the right hand of fellowship by making a significant difference for good in others’ lives. I believe my strengths are in the forms of leading alongside and through actions. I look towards Queen Ester who to me, exemplifies integrity, values, morals and Christian leadership. Ester 7:2-3 (English Standard Version), King Xerxes inquires about Ester’s petition and her concerns. Ester risks her own life to save the lives of her people by explaining the suffering of her people would endure is an example of Christian leadership. A leader is to put the needs of everyone else first, “Those who wish to be first must be last and servant of all’ (Mark 10:44). I strife daily to make a positive impact on my students, colleagues, and family, and pray that it is reflected within my character and my daily walk with Christ.

My goal is to exhibit all 5 leadership practices as Ester illustrated. Ester was selfless, self-sacrificing, wise enough to seek out counsel from God before responding, and intuition to keep spiritual cheerleaders around her to hear what she was reluctant to hear.

To model the way, I lead by example. To share my vision with my colleagues and students, and seeking counsel when presented with challenges, that require me to step back and re-examine the best course of action for all parties involved. I wish to continue motivating and enable my students to strive for their absolute best. Just recognizing and the encouragement of the minor accomplishments for my students is enough for some to continue giving their all and not to quit.

Professional Integrity

There are several key standards of integrity and competence for an educational leader. Some are essential in order to the competent leader one is achieving to be. Some of the characteristics of an educational leader are: communication, self-confidence, and led by example. Educational leaders are risk takers and they establish the overall vision, and values diversity and differences amongst all team members while utilizing strategies from all vested parties. Educational leaders are visible and engaged with their staff and students (Fulani, 2006; Hall & Hord, 2001). Leaders are to have their vision explained clearly to their team, Principal Larry Fliegelman of Wolcott Elementary School in Wolcott, Vermont states his vision of leadership as, “We do what is best for children,” “It’s all about relationships,” and “Process and participation matters in decision making.” Mr. Fliegelman’s vision of leadership is what demonstrates integrity of an educational leader. He has clear objectives and goals for himself and others to follow, and the ability to recognize that all goals may not be achieved but it is imperative to have an established vision and mission to begin the journey.

Decision Making

I had a wonderful group experience. All five members including myself brought a different perspective and worldview, and leadership quality. During this process, each member utilized each the 5 Principals of Leadership techniques. Each member collaboratively focused on their particular strength in ensure the best outcome for the group presentation. Decision making is perceived as a key process or activity in organizations and what leaders ‘do’. Johnson and Kruse (2009) believe “decision making lies at the heart of managerial behavior” (26). It is also noted that leaders must have certain skills to link team members and the team decision making process. (Meyer 2002).

Within preparing for our presentation, there were many innumerable factors to consider regarding the particular approach and to what exactly our central focus or initiatives were going to be. “Decisions are not made in a vacuum” counsel Johnson and Kruse (2009, p.94) proposed that education leaders have to be cognizant of the differing factors that contribute to decision making. Such factors to be aware of are the affective environment, cultural, social, community, organizational, informational, resource, temporal and risks. (Johnson and Kruse 2009, p.94)

Personal Professional Development Plan of Action

My two year personal professional leadership plan

Year One Goals 2014-15


  1. To continue enrollment and completion of Educational Special degree and licensure at Liberty University in the cognate area of Educational Leadership.
  2. To continue to serve as an effective member of my school’s school improvement team.
  3. Identify a mentor to aid in preparation of principal licensure exam.


  1. Seek out and participate in district training opportunities aimed at being a more effective educator and leader.
  2. Identify a mentor within the school or district to assist with the principal internship process.

Action steps

  1. Meet monthly with mentor regarding principal internship and coursework.
  2. Regularly attend monthly school improvement meetings.
  3. Continue to participate in school wide and district professional development.
  4. Enroll into principal leadership program within school district, and follow requirements.

Year Two Goals 2015-16

  1. Complete Educational Specialist degree from Liberty University.
  2. Begin principal internship within school district and school
  3. Prepare to take principal licensure exam.


  1. Seek out and participate in district training opportunities aimed at being a more effective educator and leader.
  2. Continue working with mentor within the school or district to assist with the principal internship process.

Action steps

  1. Work collaboratively with Curriculum Specialist to assist in developing and implementing curriculum with state standards, effective instructional practices, student learning needs and assessments.
  2. Work with administration in the collection of data analysis for instructional planning and improvement.
  3. Twice weekly, utilize teacher preparation time to shadow administration.
  4. Study and review current and past teacher information to take principal leadership exam.
  5. Each semester, continue taking and completing coursework for Educational Specialist degree.


Education World (2014). Retrieved from: www.educationworld

Fliegelman.L (2014). Principal’s point of view. Retrieved from:

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass

Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness:

A review of the empirical research, 1980–1995. Educational Administration

Quarterly, 32(1), 5–44.

Hall, G., & Hord, S. (2001). Implementing change: Patterns, principles, and potholes.

Boston: Allyn & Bacon.

Johnson, B. L., Jr., & Kruse, S. D. (2009).Decision making for educational leaders: Underexamined dimensions and issues. Albany: State University of New York Press.

McCauley, C. (2006). Developmental assignments: Creating learning experiences without changing jobs. Greensboro, N.C.: Center for Creative Leadership Press. Retrieved from:

Meyer, H.-D. (2002b). The new managerialism in education management: Corporatization or organizational learning? Journal of Educational Administration, 40 (6), 534 - 551. doi: 10.1108/ 09578230210446027

National Council for the Accreditation of Teacher Education (NCATE) (2002).Retrieved from:

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