Who Creates the Schools Vision - Case Study Example

A visionary leader is a leader who is able to articulate their dream for an organization and inspire followers, allowing them to move together towards a shared dream of the future. The basis of my definition is that the ultimate role of visionary leadership is facilitative and an ideal principal is often to merely facilitate the vision rather than single-handedly transforming an organization (school) within a given period of time (Mendels, 2012, P.55, Column 2, L. 2).

            As seen in the case study, Susan is seen alluding to a community culture means she is indirectly calling to attention the importance of the beliefs, values as well as collective thoughts of those who belonged to the broader community of the school. This is likely to be based on her strong personal belief that developing a school vision is a collective responsibility that should be carried out by all members and stakeholders of the broader school community.

            Generally, the potential conflict between professionalism and democracy often takes a number of forms. Democracies often require taking into account the opinions of other members of an organization before making decisions. However, this may result in a time-consuming bureaucratic process that may negatively affect efficiency and professionalism in the school or organization as more time may be required and compromise may have to be reached. For Example, during administrative decision-making, responsiveness may require adherence to professionalism while the principle of democratic accountability demands adherence to the popular will or democracy (West-Burnham, 2003, P. 10, L.7).

            Based on my knowledge of school administration, the role that the principal plays in the building of the school vision is simply to participate and facilitate reaching a consensus on a vision that reflects the collective thoughts of the broader school community as opposed to single-handedly proposing and developing a school vision. This is particularly because developing the school vision is a collective responsibility that should be undertaken by the school and the community.

            However, there are a number of opportunities through which Susan can capitalize on regarding the current conflict to help produce positive results for the district and the Middle school. For example, conflict increases consciousness, excitement, passion, and aliveness in particular issues and this may be positively used as a source of energy for the benefits of the district and the new Middle school. Additionally, the conflict may enhance creativity among the members of the committee thereby improving the decision-making process and fostering problem-solving through mutual understanding.

            In conclusion, although school vision is a critical administrative responsibility, developing a school vision is a collective responsibility that should be carried out by all members and stakeholders of the broader school community. In this regard, the role of the principal is merely to participate and facilitate the vision of their schools.