Assessment: Practical Skills Assessment
Learning outcomes 1,2 and 4:
1) Critically assess different leadership theories and styles.
2) Evaluate the role of leadership in responding to a range of complex challenges in Early Years and Educational Settings.
4) Demonstrate creativity and authority in leading a classroom activity.
Assessment Brief:
Considering your traits and qualities, provide a reflection on how your preferred leadership style/styles can help you lead an activity, within an educational setting, demonstrating creativity and authority.
Guidance on answering assessment questions:
- The setting can be any educational institution, i.e. From Early Years to Tertiary Education.
- Your reflections need to be referenced, using evidence from the relevant literature.
- The activity can reflect any role within the educational institution.
Introduction
A teacher has to adopt an appropriate leadership style in the class to depict the right path and maintain control over student progress. I would like to initiate peer mentoring programs for student development. Through a transformational leadership style, I can meet objectives effectively. The study revolves around the rationale of this initiative, possible influence on others and some key benefits of choosing the transformational leadership style.
Leadership Style to Lead Mentoring Program
A peer mentoring program at the university is beneficial for students. Students can work with experienced individuals or faculty members to learn different skills. The most important thing for students is to increase their learning capacity and prepare themselves to become a professional expert in the future. One of the extended benefits of this initiative is a better relationship between students and teachers. Through the better link, students can increase their satisfaction level towards the activity (Drobot & Rosu, 2012). The prominent strength of the program is student development. However, concerning the weakness, it may take extra time of students and teachers in the university, which can increase the cost. However, I am committed to utilizing the transformational leadership style to let students understand the need of skill adaptation and learning process.
By choosing the transformational leadership style, I can maintain trust in this particular educational setting. For instance, being a transformational leader, I have identified the need for change. Peer mentoring program is triggered by a vision, which is to be communicated to all students. I want to work with students to increase their cognitive ability in the learning process. Before enrolling in the university, I want all students to change their behavior through training them. I want to prepare them through my leadership style.
Using my social skills to contribute to the change process is imperative. Transformational leadership style can help me to make teachers facilitators to enhance the student learning efficiency (Frunz, 2014). Utilizing my social skills by combining pedagogical leadership and transformational leadership is the right approach (Male & Palaiologou, 2016). Delegating students to learn and adopt things is possible, and it is the best way to lead this activity. Students will be working in different teams to enhance the student experience. Containing emotional and sentimental attachments with students can also work in this educational setting, as it can increase the assertiveness of students to learn more from this initiative.
Conclusion
In the end, it is to conclude that the leadership style can play an essential role in bringing and maintaining the change process. Transformational leadership style is pertinent because it supports the involvement of other people in the change process. Being a transformational leader, I always look for change. Early identification of change can help to derive initial results in the educational setting. I am satisfied with my leadership style, and I want to carry on gaining and sustaining success in the long run.
References
Drobot, L., & Rosu, M. (2012). Teachers’ leadership style in the classroom and their impact upon high school students. International Conference of Scientific Paper, (pp. 24-26).
Frunz, V. (2014). Implications of teaching styles on learning efficiency. Social and Behavioral Sciences, 127(22), 342-346.
Male, T., & Palaiologou, I. (2016). Pedagogical Leadership in Action: Two Case Studies in English Schools. International Journal of Leadership in Education, 20(6), 733-748.
