Successful African American School Leaders Of Change
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Successful African American School Leaders Of Change
successful African American school leaders of change are “resonant leaders” who inspire
their stakeholders to recognize a problem and find solutions to solve it. When school leaders are
able to innovate, they are able to achieve transformative changes (Hallinger & Heck, 1998).
Heifetz (1994) stated that the most important benefit of a leader is the capacity to achieve an
activity where conflicts due to competing perspectives are addressed. Nevertheless, school
leaders must “engage people in facing a challenge, adjusting their values, changing their
perspectives, and developing new habits” (Heifetz & Laurie, 1997, p. 134).
Successful Leadership
According to Vargo (2005), the terms “visionary,” “integrity,” “academic excellence,”
“bridge builder,” and “understanding of different cultures” (p. 2) are some of the major attributes
that are necessary to becoming a successful and effective superintendent. According to Kirst
(1993), a successful superintendent has an intellectual image of what exceptional instruction is
and is aware of how to accomplish schedules that will enhance teaching and learning. The
majority of the studies on the responsibilities of the superintendent furnish unclear suggestions of
successful leadership attributes. Therefore, leadership styles are not linked to district or student
achievements. However, a successful educational leader can occur in all ethnicities, dimensions,
age groups and mentalities. Differences are discovered when one looks at two particular physical
attributes of educational leaders: gender and race. The Texas Education Agency (2015) stated
that student populations across the state are 51.8% Hispanic, 29.4% Anglo, 12.7% African
American and 3.7% Asian. Texas has 1,025 school districts, of which 27 are African American
superintendents and 7 are female African American.
Current Trends
Currently, the issues of African American men in school leadership may seem somewhat
outdated. These concerns are placed in the far parts of our minds because we are now dealing
with other important things such as social issues, at-risk students and reduced resources. a
successful superintendent is able to have a political acuity that includes being able to handle and
balance contradictory interests, guiding school boards and community stakeholders, clear
dialoguing, sharing credit with others, accountability and knowing how to negotiate among
different community stakeholders and ethnicities. Superintendents should be able to handle
complicated organizations, insist on high standards, maintain financial integrity and recognize
the power of expertise and capability of staff and position them in employment where they will
be more effective and successful.
Role of the Superintendent
Superintendents serve as board CEOs on educational affairs and as district educational
leaders. They are accountable for assuring the school board is notified concerning district
business, activities and district requirements. They create administrative plans required to
supervise district day-to-day business properly and in agreement with board policy. These
procedures must be in compliance with all laws, rules and regulations that pertain to the district
(Reeves, 2009).
Research in Higher Education Journal Volume 37
Experiences of African, Page 5
Six superintendent standards and excellence are required to ensure student success:
- Setting a wide-shared vision for learning; 2. Developing a school culture and instructional program conducive to student learning and
staff professional growth;
- Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
- Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;
- Acting with integrity, fairness, and in an ethical manner; 6. Understanding, responding to, and influencing the political, social, legal, and cultural
contexts. (Council of Chief Staff School Officers, 2008, p. 19)
Leadership, Learning, and Gender Development
In an effort to develop successful predicators to leadership, Evers and Lakomski (1991)
divided organizational leadership into three sections: (a) the behavioral scientific approach, (b)
the scientific management and (c) the human relations approach. The origin of this system was
first addressed as early as 1918 and as late as 1945. They have evolved into other major theories.
RUBRIC
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