On the First
Day of Class
What is school? What is leadership?
These might be some of the queries raised on a first day of class. Since all
the students under Doctor of Philosophy major in Educational Management program
are academician, then everybody could definitely relate. Everyone could have
their share of outpouring their ideas and thoughts about the topics. Though one might consider all as very huge and
broad topics, but like many other students, these two gigantic topics are very
interesting and exciting to delve with for the entire semester. A student may
be knowledgeable of these two topics since they are involved in school or they
are even the administrators of their own school. But one very good thing with
studying a degree like Ph. D would make a student humble. Provided with ones
experiences would be enhanced by the given knowledge through the intelligent
and educative professors offered.
School
Leadership as subject uses an innovative leadership model to prepare students
to assume dynamic roles leading transformative change in schools. This offers through
the professors as instrument, a coherent sequence of courses and practicum
experiences that grounds students in the centrality of teaching and learning,
and helps them understand and navigate the different structures and cultures of
charter, pilot, and district schools, and the systems that support them. It
focuses on the levers of improvement—how school leaders create conditions in
start-up schools, or transform them in existing settings to support high
quality teaching and learning for all students. At the same time, it is
intensely personal, focusing on the leadership development of each
participant—his or her sense of purpose and commitment, skills in working
effectively with other adults, and courage in tackling one of the biggest
challenge they face—providing the knowledge, skills and social development all
of the students’ need.
Now, defining terminologies are
important for clarity of purposes. School is an institution where learning
would be provided and it is the home of facilitators. The learning is usually
taken care of by teachers. This constitutes classrooms, buildings, playground,
and others. There are facilities provided by the administrators for the
students to enjoy using while learning.
On the other hand, successful school
leaders delegate responsibility to others and develop and support those
individuals so that they can successfully fulfill their responsibilities. It is
the core of responsibility in leading when one knows when and how to have
“crucial conversations” with others in the school community. Basically, these
are the leaders who are leading the school. Their roles and responsibilities
are never easy, since they are the ones to be blamed if there are flaws done in
the school.
Then, one may recognize the need of
alignment on student, teacher, and leader is fixed once there is cooperation.
As it goes, schools that are filled with teachers who possess growth mindsets
have principals with growth mindsets. These principals believe that the quality
of both teaching and student learning can be continuously improved through
teachers’ learning, teamwork, and sustained effort. Likewise, system leaders
with growth mindsets believe that the leadership ability of principals and
teacher leaders can be developed through leaders’ learning, teamwork with their
leadership colleagues, and effort. In this simple way the system is aligned.
Because “intelligence,” teaching skills, and leadership abilities are not fixed
traits with which one is born. They can be steadily developed over time with
persistence, patience, and generous amounts of support.
Fiona Mary M. Cabrillos June 30, 2012
PhD – EDMAN Dr. Olga C. Alonsabe
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