Leadership: Practice and Skills - Report Example

Leadership Introduction Leadership is an activity that entails assisting other adults in handling a certain project through the use of knowledge and skills that have been gained in class. In this project, I intend to work on a program that revolves around promoting diversity and equality in the classroom and school (DuBrin 2011). My main leadership concentration is an educational organization which is an elementary school. It has a heterogeneous population of 75 pupils who are distributed across first to third grade, ranging for the ages of 6-9 years. There is a different culture background, diverse abilities and motivation for learning, as well as, diverse psychosocial adjustment. In essence, my personal objective is to engage the school community and parents in activities that will promote recognition and acceptance of diversity, as well as, promoting equality. The involvement of parents and the school community in various activities within the educational organization is crucial in the program. This will give me a chance to effectively partake a leadership role in collaboratively leading the group of teachers in the school, providing support and guidance to ensure that there is a promotion of diversity and equality in the classroom and the entire school. The organizational objective that I hope to achieve is to ensure that I engage the school community and parents in activities that will promote recognition and acceptance of diversity and a promotion of equality especially now that the program is of pupils who fall under the category of first to third grade and range between the ages of 6 -9 years. Moreover, the school community should be able to improve through this program, and it should provide benefits to the three groups of people who include the teaching fraternity, parents and pupils. My leadership rationale in this case is ensuring that teachers and parents are able are able to come up with ideas that will assist in the implementation of this program (DuBrin 2011). The evaluation of the program will be made by ensuring that information is attained from the questionnaires that will be given to teachers and parents during the implementation of the program, data that will be gathered from pupils work together with the information in reference to discussions from focus groups. Success Criteria My success criteria in measuring the outcomes of the leadership action is by ensuring that the school community and parents are able to engage in the various activities that I have put in place. It is evident that, this school has a heterogeneous pupil’s population from different cultural background, different abilities, and different psychosocial adjustment. Due to this, there must be strategies in which these pupils ought to be motivated in their learning process bearing in mind the different psychosocial adjustment (DuBrin 2011). These activities include holding meetings, having focus group discussions and analyzing the work of the pupils’. The meetings should be held in the school at least once in a semester. This ensures that parents from different cultural background have the opportunity to meet and embrace each other‘s culture through the help of the school. Moreover, this gives them a perseverance culture in which they are able to accommodate various differences that are brought in by different parents. Through such meeting, parent from diverse background are able to mingle with the school community, which consist of teachers and the subordinate where they get the idea of how children are treated and the kind of environment they subject their children to. On the other hand, the school community is able to discuss issues that affect pupils in school with individual parents. This ensures that parents are able to have a clear understanding of children and are able to handle their challenges in the best way possible at the individual level. Additionally, teachers and the entire school community are able to treat pupils in an equal manner without paying attention to the various diversity positions that may be present such as culture and the family background, a situation that may deter equality if practiced. In such meeting, both parents and the school community have the opportunity to give suggestions on the way forward for the entire school. They are also at liberty to identify the issues that they feel do not meet their standards and those of children who are pupils at the school. Meeting platforms as well, have the opportunity for both parents and school community to come up with developmental projects, which they could undertake to benefit the school programs. Once these activities are undertaken by both parents and the school community, there is proof that the program is effective, and implementation is certain to take place with regard to improvement. The second activity entails the focus group discussions from both teachers and the parents. In this focus group, teachers are supposed to come up with strategies in which they can improve the grading system of the school so as to accommodate all pupils as per their learning power. The focus group discussion on the side of parents was supposed to come up with strategies of a super rewarding system where all their children would be incorporated without favors’. Through these paired ideas, the initial goal of motivating the learners would be realized. The last activity involves the selection of different samples in the work that has been done by pupils so as to come up with the ideas in which the education program would be improved with regard promoting diversity and equality in classes and the school as a whole. Justification of the Collection Method Every leadership role requires guidance and support to the concerned persons. In this particular program, my leadership role is evident in working in partnership with the group of teachers in my school and providing them with the necessary support and guidance in the preparation and implementation of this program (DuBrin 2011). First, there should be distribution of questionnaires to both parents and teachers at the beginning and at the end of the semester. The questionnaires at the beginning should have questions about what teachers and parents expect for the meeting in terms of the issues that are affecting the entire educational organization. On the other hand, questionnaires should be given at the end of the meeting to allow parents and teachers to ascertain whether what has been discussed in the meetings is what they had anticipated, and ensure that whatever else that is necessarily is written down on the questionnaires. Second, is that through a leadership guidance teachers will be able to gather information from different work that has been done by different pupils ranging from the ages of 6-9 years. Through this information, the program will be easily handled. At the same time, the presence of focus group discussions in the meeting from both parents and the teacher will greatly contribute to a promotion of recognition, diversity acceptance and a promotion of equity. Through the use of the questionnaires, different works from different pupils and the focus groups, it is evident that the planning and implementation of this program will be workable. The results that are taken from these three criteria serve the importance of the program in details. It is through this that my leadership role will be evidently be demonstrated. In essence, it will be easier to promote diversity, and equality in the classrooms in the entire school. Timetable This show a timetable on the undertaking of the activity, with the inclusion of time allocation as per the specific activity, the collecting evidence, the analyzing of data, reading and reflection. EXPLANATION START END ACTIVITY Designing Of the Program This revolves around planning of a program 1st March 7th March Consultations were held between the school community and parents concerned on the best way in which the program would be designed. Consultations were held between the school and several academicians in a bid to understand the ways in which pupils would be motivated in their learning and how they different abilities would be embraced. Random research was carried out to establish whether the program would be embraced and be of benefit to the school community and the surrounding environment. .Moreover, some of the neighboring elementary schools were consulted on their taken on such a program. Program evaluation Determining the worthiness of the program. 9th March 20th March The program was proposed, and the concerned parties agreed that it would take off. Piloting of the program began with much emphasis being on the focus group discussions, checking of pupils work and questionnaire. Data Collection Ways of gathering information for the program 22rd March 13th April There was use of questionnaires, which were given to both parents and teachers. There were samples of Pupils works cutting across the three grades. There was use of focus group discussions both for parents and teachers. Data presentation and Analysis Describing the way in which the data was given out and examined. 15th April 30th April All the data collected was put together for examining and selection of what would be used in the program. Program implementation 1st May Contextual Factors In every program, there is a likelihood of having external contextual factors that revolve around them. It is, therefore, important to bear in mind the contextual factors in the promotion of diversity and equality in the classroom and the school (DuBrin 2011). . In essence, several contextual issues were present in the program. During the distribution of questionnaires, most of the parents who got the questionnaires did not take upon themselves to fill all the necessary and important information that would be required in the evaluation and implementation of the program. This meant that there was a presence of insufficient information that only served as a barrier to what was expected from the program. Moreover, those who participated in filling the questionnaires gave information that was irrelevant and would not be featured in the analyzation and presentation of the program. Never the less, the few who filled in the questionnaire in an appropriate manner were able to give information that was efficient for the program. Another contextual factor that emerged was on the focus group discussions both from parents and teachers. Both groups did not agree on most of the developmental issues that are supposed to take part in the school. The focus group with teachers was supposed to come up with the best grading system to enable the school reward children in an equitable manner. On the other hand, the focus group with parents was given the mandate of coming up with best rewarding strategies for their children as per the best grading system that had been mandated to teachers focusing group. In fact, both groups involved themselves in confrontations in regard to the program. However, suggestions given during these focus group discussions were used to come about with an idea to solve the issue. There was a low turnout of the meetings from parents without sending their apologies’. This situation made it impossible for the school community to pass any rules pertaining to the program because they lacked the quorum that was required. Moreover, it was more difficult to for teachers to agree on some of the issues that parents suggested in the meeting. During evaluation, the information from the pupils’ work was not well represented as would be expected. Teachers seemed to favors the classes that had the brighter pupils where they took more samples as compared to those classes that had pupils’ who were less bright. Conversely, they took fewer samples on the first and third grade and ignored the second grade although this grade constituted the lowest percentage in the total number of pupils’ who were involved in the program. There were allegations that the program contradicted the education laws and regulations set by the government by giving parents the mandate to come up with best rewarding systems for their children. The law further stipulated that all the elementary school were supposed to borrow their ideas on the school grading from the examination board in the ministry of education and not from members of the school community or the parents even if they were shareholders of any given educational organization. Additionally, the program breached the education law which stipulated that “no manner of activity would take the position of interfering with the normal learning of an educational organization.” This meant that the program has breached this contract and hence was not supposed to operate. However, through my leadership I was able to convince, the authorities that the allegation were not genuine (DuBrin 2011). Leadership In this program, leadership traits have been demonstrated from the beginning to the end. In essence, I have been able to offer my guidance and support to the school community in ensuring that they are able to hold the semester meetings that are related to this program. During preparations, I assisted them in identifying the venue in which the meetings would be held. The improvement factor in leadership was best demonstrated in me as I first sort to improve my skills in planning my work and engaging myself in ensuring that I improve the skills of those who are working under me, who are the school community including the teachers parents and other members of the community (DuBrin 2011). Leadership must begin with oneself in demonstrating the traits that you want others to learn from you. In light of this, I have decided to improve my communication skills by ensuring that, in every gathering, I have a time slot where I address the teachers and parents. This is later followed by giving them a chance to express their issues and concern through communicating with each other and other concerned members in the meeting and the focus groups. Good communication skills are a necessity for leadership and should be taken into much consideration (DuBrin 2011). . Of importance to note is that, leadership is the capacity to make an impression the will of the leader on those that are led and be able to induce obedience, respect loyalty and cooperation. This is a progression in which the actions of diverse groups are organized to move in a specific direction by one (DuBrin 2011). For instance, the program has many sections which need leadership so as to achieve the common goal which in this case is the ability to plan and implement a program that promotes diversity and equality in class room and school. Leadership is the act of a person to influence other in a shared direction. In essence, I have been able to influence teachers and parents in coming up with the ideas that beneficial to this program. Regardless of the complexities that have been witnessed in the planning and implementation of this program especially on the issues to do with a different culture background and different psychological adjustment, I have been able to inspire the parents and teachers to undertake some form of purposeful action as determined by the me. Moreover, through leadership there has been an influenced relationship between leaders and the followers who intend real changes that reflect their mutual purposes. This had been demonstrated by the relationship that has been there between me, teachers and the parents. Conversely, leadership is viewed as a way which the leader is in a position to work with both sides of the leadership. In light of this, I have also taken upon myself to solve some of the problems that are associated with the project. For instance, there were various misunderstanding that emerged during the semester meeting and the focus group discussions a situation that would have led to dead lock in the programs, because most of the information that was been discussed in the groups. Through my communication skills, I was able to bring the conflicting groups to an agreement making it possible to continue and complete the program as was expected although some of the issues were inevitable (DuBrin 2011). Needless to mention, the program would not have sailed through without the presence of a leader hence, the leadership traits that were demonstrated by me contributed to the transformation of the educational organization, which happens to be an elementary school with 75 pupils from first to third grade ranging between the age of 6-9 years of age. Through this, it certain that the elementary school will be in a position to embrace a different culture background, different abilities and motivation for learning and different psychosocial adjustment. The Ethic Checklist in regard to the program went as follows: ETHICAL ISSUES YES NO Assured respondents of their anonymity. Put into consideration factors that could affect pupils’ learning as soon as the new program is executed. Put into consideration changes in the additional cost/expenses for parents as an outcome of performance of the new program. Put into consideration the effects/implication of the new program to teachers Put into consideration issues that may contradict education laws and regulations set by the government. Assured the school authority that the time allocated for this program would not interfere with the normal learning of the institution. The program promised to be beneficial to the school community and the parents. Research methods used had an impact on the evaluation of the program Respondents contributed willing to the research The implementation period took the anticipated time allocation Conclusion Leadership is an activity that entails assisting other adults in handling a certain project through the use of knowledge and skills that have been gained in class. In essence, my personal objective has been to engage the school community and parents in activities that will promote recognition and acceptance of diversity, as well as, promoting equality. The organizational objective has been to ensure that there is engagement of the school community and parents in activities that will promote recognition and acceptance of diversity and a promotion of equality especially now that the program is of pupils who fall under the category of first to third grade and range between the ages of 6 -9 years. Through the use of the questionnaires, different works from different pupils and the focus groups, it is evident that the planning and implementation of this program will be workable. The results that are taken from these three criteria serve the importance of the program in details. In every program, there is a likelihood of having external contextual factors that revolve around them. It is, therefore, important to bear in mind the contextual factors in a promotion of diversity and equality in the classroom and the school. Of importance to note is that, leadership is the capacity to make an impression the determination of the leader on those he leads and be able to induce obedience, respect loyalty and cooperation. It is also an act of a person to influencing others in a shared direction. Bibliography: DuBrin, A., 2011. Leadership: Research Findings, Practice, and Skills. Mason, OH: South- Western Cengage Learning. Read More