Running head: EDUCATIONAL LEADERSHIP PLATFORM

Educational Leadership Platform: Initial Draft

Sheila Sillery
City University of Seattle
EEA 535: Dimensions of Educational Leadership
Dave Khatib
July 14, 2014

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Educational Leadership Platform: Initial Draft

Introduction
As an educator, I am passionate about leadership. I want to be an educational leader in
order to influence change so that people can learn from each other and become committed to
improvement within the education system(Fullan, Cuttress, & Kilcher, 2005). As a leader I
welcome the opportunity to foster success in teachers, students and those in my building (Fullan,
Cuttress, & Kilcher, 2005). As a leader, I hope to be a part of something bigger than myself,
something that transcends my leadership so that when I am gone, success and improvement
remain (Gray, & Streshly, 2008). At this stage in my career, my passion for life-long learning has
brought me here. I recognize the broad context of learning in the world and I want to bring my
passion for learning to those whom I have the privilege to work with and lead (Alberta, 2010).
I have always had a strong penchant for leadership and a passion for education. I
discovered the confidence to start this journey because of the encouragement and support of my
administrators. A great educational leader has ambition for the future and puts the school first by
encouraging professionalism and leadership in others (Gray & Streshly, 2008). These leaders
recognize that a successor must be able and prepared to go forward so that great work can
continue (Fullan, Cuttress, & Kilcher, 2005). I am blessed to have had such guidance, support
and encouragement.
It is essential that an educational leader establish meaningful relationships to pursue growth
and excellence (Barth, 2006; Alberta, 2010). In education, relationships have the greatest
influence on character, school quality and student accomplishment (Barth, 2005). I pride myself
on the cultivation of poignant relationships with my students, colleagues and administrators.
Educational leaders need to focus on education with a learner-centered approach that builds

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competencies and makes use of technology to support the creation of knowledge (Alberta, 2010).
This will build relationships and enable the pursuit of growth and excellence in a modern
educational setting.
Roland S. Barth and Michael Fullan are researchers who have greatly influenced me as an
educational leader. Barths Improving Relationships Within the Schoolhouse deeply resonates
with me. It affirmed my belief that relationships within a school define its culture and
consequently its success or lack thereof (2006). Fullan has helped me to identify my strong belief
in the role of educational leaders in bringing about change. In 21st Century Leadership:
Looking Forward, Fullan advocates for a collaborative environment where leaders embrace
their roles both in and outside the walls of their schools so that whole system change can occur
(Ontario, 2012). The change I envision will revolutionize the field of education so learners can
be prepared for not only today but for tomorrow.
As a leader, I espouse towards service leadership. I am passionate about joining my team in
the trenches and doing the work that needs to be done. Gray & Streshly (2008) note that this type
of great principal has unwavering resolve and is relentless. I am passionate and persistent and
embrace the challenges and hard work that my leadership style requires.
Vision and Mission
My mission states:
Pave the journey of lifelong learners with a zest for knowledge, adventure and
experience. Nurture and sustain meaningful, poignant relationships with the children and
colleagues I encounter on this journey. Ensure the development of learners through
support and advocacy.

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My mission identifies the importance of learning experiences, relationships and advocacy. It

relates to the changing face of education as it highlights the need for meaningful learning
opportunities that are responsive and flexible to the needs of the learner while also focusing on
the importance of the people not the programs (Alberta, 2010; Whitaker, 2011).
My vision states:
I endeavor to inspire, build and encourage a lifelong pursuit of knowledge and exploration
for the learners in my care. I strive to build a team of learners and educators that are
relentless in the pursuit of their infinite passions.
My vision relates to the future of education because it emphasizes innovation for excellence, the
pursuit of creativity and a nimble response to the changing needs and demands of the educational
environment (Alberta, 2010).
Students who graduate from a school I lead will embody the vision of a multi-faceted
learner. My students will have an extensive repertoire of skills to tackle the problems of the
modern world with. These students will think critically and construct knowledge by assessing,
evaluating and using information effectively and ethically (Alberta, 2010). With multiple
literacies in reading, writing, science, mathematics, physicality and technology, students will
leave my school with a tool kit to support them on their journey outside of the school walls
(Alberta, 2010).
The educational leaders and teachers in my school will model effective relationships and
positive collaboration, so that my students will learn and understand the inner workings of a
cohesive team unit. As individuals, these students will inherently understand that it is about the
people, and they will make decisions based on what is best for those around them (Whitaker,

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2011). These life lessons will transcend to their lives as individuals and as members of a greater
community.
As educators in my school, teachers must be passionate about student achievement, and
willing to take innovative risks (Gray & Streshly, 2008; Alberta, 2010). They must raise the bar
higher, time and time again. In turn, I will encourage their growth and risk taking through my
servitude and willingness to credit others and/or take the blame as needed (Gray & Streshly,
2008). This willingness to give credit and take blame will enable my teachers to feel safe,
empowered and motivated. As their leader, it will be my pleasure to act as their advocate and
greatest supporter. For growth and success, I must share responsibility with my team of
educators and assume active support of all partners in the educational process (Alberta, 2010).
Leadership Beliefs
As a leader, I have a firm set of beliefs and guiding principles. While some of these beliefs
have room for flexibility, others do not. The three non-negotiable beliefs that guide my
leadership actions are: the belief in the achievement and well-being of the people in my service,
the support and encouragement of relationships that cultivate a positive learning environment
and the grounding of my work in the now while looking to the potential of the future. These are
beliefs that will guide me as an educational leader and ensure that I act ethically and morally.
The belief in the achievement and well being of the people in my service is foundational to
my leadership platform. As a leader, one must work through challenges and overcome
difficulties in order for learners to achieve (Gray & Streshly, 2008). To drive this achievement
and ensure the well being of the people in my service I will make use of authentic praise and
offer respect and dignity to enable growth and success (Whitaker, 2011). The people in my
building must know that I believe in them and their infinite potential. This is imperative to me as

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a leader. If each person feels value, they will be able to take risks, achieve and relish in positive
well being (Gray & Streshly, 2008).
A positive learning environment cannot exist without the presence of positive reciprocal
relationships (Barth, 2006). For me these relationships must exist within all educational partners:
families, teachers, support staff, administrators, governing bodies and community members.
Positive relationships foster the exchange of craft knowledge, extraordinary insights about the
practice of education (Barth, 2006). They also develop an environment that offers inclusive,
equitable access to all learners (Alberta, 2010). The importance of relationships can be as simple
as someone bringing a colleague coffee to comfort them to as complex as the development of a
group of master educators who experience satisfaction and success together (Barth, 2006).
Regardless of the complexity, these positive relationships are pivotal to my leadership platform.
Dorys just keep swimming motto may seem nave but it aptly describes the importance
of my third non-negotiable leadership belief. One must live in the now, while always looking to
the big picture the future brings. This is so that all students, students of today and tomorrow, can
receive a relevant and exceptional education (Alberta, 2010). My belief in this ideal allows me to
value staff development and education for use in the now but also for success and growth in the
future (Gray & Streshly, 2008). To achieve the big picture goals, leaders must gain knowledge
by doing, reflecting and re-doing so that the school and system can move forward (Fullan,
Cuttress & Kilcher, 2005). In short, as a leader I must keep my head in the now and my eyes on
the future so that I can just keep swimming and moving forward.
Description of an Effective School
The learning culture within my school will seamlessly house active leaders, collegial
relationships and an inclusive environment within it walls. Students, teachers and parents in my

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school can expect me to be present (Whitaker, 2011). As an active role model I will put in face
time with all the people in my building. In order to engage in effective interaction, I will
regularly be present in the school, from the classrooms to the hallways to the extra-curricular
activities (Whitaker, 2011).
Daily, educators will engage in collegial relationships by discussing their practices and
rooting for each others successes (Barth, 2006). These relationships benefit teachers and
students alike as experiences and master teaching strategies are shared. This will allow my
school to raise the bar by increasing the learning of those who have fallen behind, with the use of
innovation and inclusion (Fullan, Cuttress & Kilcher, 2005). Educators will feel supported and
cared for as I encourage these relationships and remain involved in the primary operations of the
school (Gray & Streshly, 2008).
Students and parents will experience a learning environment that is tailored to the specific
needs of each individual regardless of ability, economic circumstance, and/or cultural
background (Alberta, 2010). The 21st century learner will experience the use of technology in
day-to-day school use so that they can discover knowledge in a modern context (Alberta, 2010).
My effective school will see the parents and students as partners in the education process; we
will share the responsibility and accountability of ensuring a quality education for our students
(Alberta, 2010).
Conclusion
My passion for leadership is deeply rooted in my firm beliefs in the value of education,
and the importance of relationships. Rooted firmly in my beliefs is knowledge of the
monumental importance of my craft, and the recognition of myself as a lifelong learner on a

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journey. Thankfully, this journey is paved with higher education, reflections, inspirational
leaders such as Barth and Fullan, and the ever-evolving environment of the education system.

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References
Alberta Government. (2010). Inspiring education: a dialogue with Albertans. Retrieved from
https://ideas.education.alberta.ca/media/14847/inspiring%20education%20steering%20com
mittee%20report.pdf
Barth, R. S. (2006). Improving relationships within the schoolhouse. Educational Leadership, 813. Retrieved from
http://proxy.cityu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5
h&AN=20034796&site=ehost-live
Fullan, M., Cuttress, C., & Kilcher, A. (2005). 8 forces for leaders of change. JSD, 26(4), 54-64.
Gray, S. P., & Streshly, W. A. (2008). From good schools to great schools: what their principals
do differently. Thousand Oaks, CA: Corwin Press.
Ontario Government. (2012). 21st century leadership: looking forward. In Conversation, 4(1), 122. Retrieved from http://www.michaelfullan.ca/media/13557615570.pdf
Whitaker, T. (2011). What great principals do differently: eighteen things that matter most (2nd
ed.). Larchmont, NY: Eye on Education.