Shared Governance in Schools
Student: Dr. Freda Doster
This course focused on shared leadership in schools and encouraged the participant to reflect upon current models of leadership. The following is an excerpt from a paper written to satisfy the requirements of this course.
�My Reflections on School Leadership�
In The Leader of the Future, Dave Ulrich contemplates the characteristics of an effective leader of the future and poses the question, �Would I know one if I saw one?� This is a question that most of us, if we are honest with ourselves, have pondered at some time in our lives. �What makes a leader effective?� �How do you become an effective leader?� �Why do we need effective leaders?� These are all questions which must be addressed, but the ultimate question remains, �How will we know when we have the answers?�
The simple truth is that all of us have had experiences with supposed �leaders�. Some of us have even found ourselves in positions considered to be �of leadership�. However, the reality is that it is not the title, nor the position, that makes one a leader but rather a set of external behaviors and internal beliefs that quantify the leadership role. Therefore, it is critical that, if we desire to serve in leadership roles, we must define those values, beliefs and assumptions about leadership that we hold to be important. As I attempt to identify those things which are important to me as a school leader, I will reflect upon the question, �What are my existing values, beliefs and assumptions about leadership?�
Kouzes and Posner (1996), as cited in The Leader of the Future, define leadership as �a process that ordinary people use when they are bringing forth the best from themselves and others� (p. 110). It has been my experience that, too often, leadership is not viewed as a collaborative effort but, rather, is seen as an individual endeavor. Unfortunately, it is this view that limits the abilities of the leader to move beyond good to great. I believe that leadership is a reciprocal process, based on mutual respect, trust and an understanding of others views and perspectives. I believe that the effective leader understands that the success of the organization is dependent upon all members of the organization working together toward common values and beliefs and that the leader can only be effective if they understand that they must work in cooperation with others (Sergiovanni, 2001; Owens, 2004; and Pellicer, 1999).
When interviewing colleagues about the characteristics they value in a leader, most often the response I receive is that they want someone that they can talk to and who will �have their back� in times of conflict or crisis. The most organized person, the most charismatic person, the most dedicated person, is useless as a leader if they are unable to meet the basic human needs of those with whom they work. It is this core statement that stands as the foundation of what is most important to me as a school leader. As I reflect upon how to build upon this foundation, I will consider the values, beliefs and assumptions about leadership that I feel are marks of an effective leader.
My existing values regarding school leadership are based on those internal characteristics and external behaviors that I feel have intrinsic worth and value. I have identified three qualities that I value in regards to school leadership. First, I value the leader�s ability to validate the views and perspectives of all members of the organization. The effectiveness of teachers and the teaching strategies they employ can be measured in part by data. However, it is also measured in part by the belief system and level of commitment experienced by the individual teacher. I believe that this belief system and level of commitment are fostered by the relationship that exists among the individuals of the organization. Owens (2004) states, �what distinguishes leaders from other authority figures is the unique relationship between leaders and followers�.transformational leaders meet the �higher needs� of the followers� (p. 265).
Second, I value the leader�s ability to balance both management techniques and motivational techniques as they work to build collaborative relationships among colleagues. I have had the opportunity to work for a variety of administrators over the course of my career and each of them exhibited a variety of leadership styles. Interestingly, the strengths of the administrators were skewed either towards managerial skills or toward motivational skills, but neither of them had a true balance. Inevitably, as situations have occurred, I have found myself thinking that there must be a way to balance management and motivation in order to bring about collaboration through problem solving.
Owens (2004) states, �adaptive problems require leadership methods that make the knowledge of many people at various levels in the organization accessible and facilitate the involvement and cooperation of these people in leadership processes� (p. 259). I believe that the scenario described here requires that the leader be capable of handling management issues such as organizing teams, preparing schedules and documenting progress, while also addressing basic human needs through motivational strategies such as team building, validation of staff members and fostering social interactions.
Third, I value trust as a critical component of the educational organization and the relationships which exist among its members. Trust is critical in building collaborative relationships, which incorporate the skills of all members of the organization. However, as we all know, trust must be earned. I believe that trust is built when the leader exhibits, through their words and deeds, that they are committed to the values and beliefs of the organization.
The effective leader is able to demonstrate that they understand the importance of shared leadership and collegiality but providing opportunities for staff members to work collaboratively and by allowing staff members to provide input into the decision-making processes of the organization (Owens, 2004). Kouzes and Posner (1996), as cited in The Leader of the Future, propose that when we �liberate the leader in everyone, extraordinary things happen� (p. 110). I believe that we only allow ourselves to be liberated when we have reached a level of trust with those whom we are following. If trust is not perceived, we are less hesitant to follow the road laid before us and inevitably will miss the opportunities which lie ahead.
Through the course readings and my own personal reflection on school leadership I have identified several patterns which seem to be evident in the strategies implemented by effective leaders. I have developed a new appreciation for the leader�s ability to empower others. Empowerment can be defined as the ability to �enable� others. When we enable others to lead we are strengthening the organization by combining the skills and talents of all of its members. However, with empowerment must come clear expectations of both cooperation amongst peers and outcome goals. It is the leader�s responsibility to insure that those they are empowering have the necessary skills and abilities to be effective leaders. As Ulrich (1996) cautioned, when he cited Rich Teerlink of Harley-Davidson in The Leader of the Future, �if you empower dummies, you get dumb decisions faster� (p. 215). Therefore, I believe that as a school leader I must build not only my skills but also those of the individuals with whom I work. The leader must �take responsibility for delivering on their commitment to the organization� (Owens, 2004, p. 269).
I believe that effective leadership skills are developed by finding a balance between collegiality and congeniality. Empathic, understanding, supportive colleagues can build a foundation for the education organization but the organization will only prosper of it is taken to a higher level of professional collaboration and cooperation. Bolt (1996), as cited in The Leader of the Future, states that, �expertise alone is not enough. Instead, leadership is a combination of both competence and character� (p. 169).
Further, I believe that it is critical for the school leader to model expected behaviors which, in turn, encourage the development of trust and respect among colleagues. Effective leaders understand that they are only as strong as the members of their organization. They recognize the need to work with others in order to reach the goals of the organization and the importance of sharing responsibility at all levels of the organization (Owens, 2004 and Sergiovanni, 2001).
Finally, I believe that the effective leader is one who recognizes, values, and validates the indomitable human spirit found within each of us. As diverse as we each are, we are linked by a common need to be validated, by the desire to know that someone recognizes the effort we have put forth and that that effort is appreciated. In the words of Pellicer (1999), �leadership requires a high level of care and concern on the part of the leader for those who would choose to follow� (p. 12).
So, have we answered Ulrich�s question regarding a leader, �Would I know one if I saw one?� I believe that, as a result of this reflection, I now know what I think a leader should look like. I now know which traits and skills I am looking for in order to be the most effective leader that I can be. It is now up to me to cultivate these traits and characteristics, within myself and others.
References
Hesselbein, F., Goldsmith, M. and Beckhand, R. (Eds). (1996). The leader of the future. San Francisco: Jossey-Bass Publishers.
Owens, R. G. (2004). Organizational behavior in education. Boston: Pearson.
Pellicer, L. (1999). Caring enough to lead: Schools and the sacred trust. Thousand Oaks, CA: Corwin Press.
Sergiovanni, T. (2001). The principalship: A reflective practice perspective (4th Ed). Boston: Allynt Bacon.