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A 2 Pages Term Paper on Summery of Leading Change

Leaders are born not made. If you have a basic desire to learn how to be a leader, then you can develop and evolve to effective leadership. It requires time, energy, commitment and practice. According to O’Toole, “today’s executives believe they are struggling with an unprecedented leadership challenge to create internal strategic unity within a chaotic external environment....Executives know what needs to be done and even how to do it. Nonetheless, they are unable to lead change effectively. Explaining the sources of this paradox and offering a practical way to resolve it are the purposes of this book.”

For O’Toole, values-based leadership is provided by those who he calls “Rushmoreans”: They possess courage, authenticity, integrity, vision, passion, conviction, and persistence. To vary degrees, “Rushmoreans” listen to others, encourage dissenting opinion among their closest advisers, grant ample authority to their subordinates, and lead by example rather than by power, manipulation, or coercion. Granted, history produces very few Washingtons, Jeffersons, Lincolns, and Roosevelts. Nonetheless, according to O’Toole, there is much of value to learn from them by those who struggle with an unprecedented leadership challenge to create internal strategic unity within a chaotic external environment.

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Leading Change

O’Toole explains why values-based leadership is more effective than any other, notably “tough” or “amoral” leadership which is frequently (and inaccurately) characterized as being “realistic.” For O’Toole, democratic leadership “is not about voting; it is about the democratic value of inclusion. There is nothing oxymoronic, chaotic, or ineffective about leadership based on that moral principle.”
For O’Toole, Shakespeare had it right when explaining resistance to change: “The fault, dear Brutus, is not in our stars/But in us.”
"[An] important new book . . . Mr. O'Toole puts soul and values squarely back into a vital topic, leadership."

--Tom Peters

 "A deeply philosophical and eminently practical study of leadership as change."

--James MacGregor Burns

Teaching young people "how to think" rather than "what to think" allows them to be more open to develop vision, create goals, work with others and value their own competency and that of others.

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Ideas to a school principal ship

A school principle should be self-confident. He should know how to speak in a way that moves others to action. School leadership is one of the critical elements, which has significantly contributed to school effectiveness. This has led to develop a ‘grounded theory’ that good schools always have good principle but their role is becoming highly complex and difficult, therefore, they encounter numerous difficulties to ‘walk the tightrope’ (Daresh and Playko, 1998) of school management.

Principle tends to work as 'administrators' rather than 'professional leaders' because of the increased demands of education reforms (Memon. M 1998).

The role of principle in school improvement and effectiveness has become a major focus in educational research over the last two decades. Literature on school management and leadership suggests that the success of any major school improvement initiative depends on the motivation, commitment, managerial skills and competence of the principle and others involved in the management of schools. It reveals that success or failure of a school is largely related to the principle’s performance.

Sergiovanni (1992) mentions that we need to develop rich leadership practice by expanding its theoretical and operational foundation by adding a wide range of values of educational leadership.

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A principle should have dynamisms that could make him or her appear filled with energy, vitality, and self-confidence. He should have capability of making decision that make him to understand the dynamics of change process which enabled them to appreciate the teachers’ efforts for bringing about change in their teaching practices.

To reconceptualize the school management and leadership practices of the  working/aspiring principle as ‘pedagogical leaders’ embedded in the philosophy of transformational leadership, principle should make sure their interactions with people go beyond just evaluating their performance.

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He should develop understanding of the working/aspiring principle about the dynamics of school improvement and effectiveness and its implications for school policies and plans.

Principle should have new ideas for school as learning organizations, school culture. Principles role should be in curriculum enrichment of school, dynamics of change, school improvement and effectiveness, teachers’ professional development, monitoring students’ learning outcomes, relationship with teachers and community, and other effective leadership practices. 

School cannot be improved without its effective leadership, which has implications for school management generally and particularly for principles role. The professional development of principle plays a crucial role in preparing them effective pedagogical leaders in managing their schools effectively.

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References

  • Leading Change James O'Toole 1996
  • Tom Peters, the New York Times Book Review
  • Daresh, J. & Playko, M. (1997). Beginning the principal-ship: A practical guide for new school leaders. California: Corwin press, Inc.
  • Memon, M. (1998). The future of head teachers as educational leaders in Pakistan: Implications for pedagogical leadership. Education 2000, Vol. 3, No. 3.pp.23-28.
  • Sergiovanni, T. (1992). Moral leadership: Getting to the art of school improvement. San Francisco: Jossey-Bass Publishers.
 
 


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