What Can I Do To Be A Visionary Leader?

As a professional educator, I might be able to consider my practice as three separate domains.  Obviously, teachers must teach.  We also lead each other, and for many of us, we prepare to lead a school.  My actions reflect a commitment to each of these roles.

As a teacher, I know any progress will flow through my relationships with my students.  It is this personal connection that compels children to act in a meaningful way on their own behalf.  I might possess all the curriculum understanding there is, but it will mean little with a relational avenue to deliver.  Furthermore, teachers should create ways to make students accountable for their own learning.  We must empower students to see themselves as capable learners.  Students who see themselves as capable have a growth mindset they will carry far from my classroom.  This mindset is more valuable than any factual knowledge I may have conveyed.

I see my profession as an opportunity to influence colleagues as well.  Collectively, teachers can be more influential and effective than in isolation.  Yet, to this day and even in this era, teaching remains a solitary endeavor.  Teacher leaders open dialogue with colleagues, share resources, look for ways to collaboratively solve problems, and take the lead during new initiatives in schools.

I view school administration as very much an extension of teaching.  Skilled administrators know a trusting relationship with staff is the most effective way to implement change.  School administrators are in the service of staff the same way staff is in the service of students.  School administrators create a cooperative environment the same way a helpful teacher leader can.  School administrators are knowledgeable about education, and know how to react and cause others to react to reliable data.  As a teacher, my practice is a microcosm of the bigger arena that is administration.