From previous analyses, it is conspicuous that leadership theories tend to differ in multiple levels. For instance, while one leadership theory may advocate for a particular course of action, another leadership paradigm may recommend a different intervention. In this accord, it has become increasingly necessary that leadership theories are harmonized into set leadership standards and best practices that all leaders in the education sector are expected to conform with. Typically, mashing all leadership theories into one document creates superior standards that will ensure schools in all school districts are run properly. In this accord, this critical analysis essay seeks to explore leadership standards applicable to educational platforms extensively.
Controlling Leadership Theories
Leadership standards were advanced by the Council of Chief States Schools Office to act as a framework that guides the decision-making process of leaders in the educational sector. The amendments made to the standards in 2008 were designed to improve the feasibility and the applicability of the standards. It is imperative to note that the standards are an amalgam of different leadership theories integrated to define what impeccable leadership in education should entail.
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The first standard discussed in the recommended reading is the mission, vision, and core values. The standard affirms that a leaders is expected to set the direction for the entire organization by defining the mission, presenting the vision to both learners and educators in a succinct and clear manner, develop core values that should be perceived as the framework for decision-making on issues pertaining to the quality of education, the wellness of the students population, and academic success of students (National Policy Board for Education Administration, 2015). The standard is based on the managerial leadership theory. The managerial leadership theory affirms that a leader should dictate the direction that should be taken by the institution. The theory asserts that a leader is tasked with the mandate to lead, plan, organize, and control. In this regard, it is evident that the theory of managerial leadership informs this standard.
The standard of ethics and professional norms are based on the ethics leadership theory. The standard obliges leaders in educational platforms to act ethically and professionally in a bid to promote the academic success of students ((National Policy Board for Education Administration, 2015). A leader is projected to act with integrity, trust, fairness, perseverance, collaboration, and transparency. Since the ethical leadership theory posits that a leader should be just, fair, trustworthy, and a person of integrity, it is conspicuous that the ethical leadership theory informs the standard.
The standard of equity and cultural responsiveness in leadership is informed by the theory of ethical leadership and the adaptability leadership theory. The ethical theory requires a leader in upholding justice and equity when interacting with the board and students. The influence of the ethical theory on the standard is evidenced by the fact that the standard dictates that all students must be treated equally, fairly, and respectfully (National Policy Board for Education Administration, 2015). The other facet of the standard is based on the adaptive leadership theory. The adaptive leadership theory states that a leader should employ a degree of flexibility as a means of ensuring the institution adapts to societal changes and is perfectly aligned to respond to recurrent problems.
The standards dictating the curriculum, instructions, and the assessment criterion is based on the instructional leadership theory. In the general sense, instructional leadership is defined as the management of instructions and the curriculum by the school principal. The principal, being a leader, a mentor, and an educator, is expected need to be at the forefront of developing the curriculum and instructions that will best address the educational needs of students. From the aforementioned standards, it is apparent that leadership in the educational sector is a complex process that should be informed by myriad leadership theories.
Standards Ranking
The order of importance of the standards depends on my professional objectives and personal perspective of leadership. Below is a list of standards presented in a descending order of importance.
School Improvement
Mission, vision, and core values.
Professional capacity of school personnel.
Operations and management.
Curriculum, instructions, and assessment.
Ethics and professional norms
Professional community for teachers and staff.
Equity and cultural responsiveness.
Meaningful engagement of families and communities.
Community of care and support for children.
My ranking approach is informed by the fact that a leader’s primary objective should be to improve a school and the quality of education. Therefore, a deliberate and a detailed system and framework ought to be developed to explain how the desired improvement will be attained. Standards that dictate the mission, vision, and core values that inform the decision-making process should follow below the primary goal of a leader. The mission, vision, and core values separate the primary goals into small attainable measurable. Subsequently, standards that define the path that should be followed in propagating the realization of the goals, mission, vision, and conformity to core values are standards that follow in order of importance. After I have addressed the how question, it is important for me to ensure the community is factored in the mannerism in which the school is run. In this regard, standards of cultural responsiveness, meaningful engagement of families and communities, and community of care and support for children follow sequentially. The bottom line is my ranking is based on my priorities as a leader.
Ignored Areas
The standards have ignored the role of students in a school, as an educational community. Most policies, rules, and strategies that are formulated by the leadership of an educational institution are tailored to upsurge the quality of education and directly impact the student population. Therefore, it is imperative that the input of the student population is integrated into decision-making. Moreover, a framework for solving issues that encompass a conflict of interest between two parties, particularly students and teachers or the community need to be integrated into the list of standards.
In a bid to address the gaps in the current standards, the following suggestions may be imperative.
Student-centered decision making.
Integration of learners in the decision-making process.
Preservation of the wellness of students.
Typically, the recommendations seek to present students as the main focus of all leadership interventions. In this regard, it is crucial that leaders in the academic spheres realize that all decisions made should be focussed on warranting the wellness of learners.
Reflection
The rise of the standards-based accountability movement in the United States has been pivotal in clarifying the duty of principals in the educational sectors. The movement, through the aforementioned standards, has succinctly and concisely defined the role of leaders in ensuring students receive a quality education. Moreover, the movement is crucial in allowing principals to assess the suitability and proficiency of their leadership styles. Leaders in the educational sector can improve their leadership approaches based on the insight gained from the standards. Also, it is a point worthy to note that the standards not only improve how principals execute their mandates, but it also reduces the prevalence of legal wrangles that emanate from flawed or misinformed decisions made by the principal. The bottom line here is that leadership standards are essential in maintaining consistency in the mannerism in which principals approach ethical and leadership dilemmas. Based on the standardized best practices, it has become possible to predict how a principle will respond to a particular situation.
References
National Policy Board for Education Administration. (2015). Professional standards for educational leaders. Retrieved from file:///C:/Users/user/Desktop/Professional-Standards-for-Educational-Leaders-2015.pdf
