Table of Contents
As a school leader, one is held accountable for the success of the school in which they lead. The NPBEA, composed of a variety of education organizations, has developed standards to access one’s leadership skills in practice. Each standard covers a different area of leading, but being effective is the common theme of each standard. Leadership style, though, is something that changes depending on the specific variables in one’s situation. The purpose of this paper is to prove that servant leadership is most effective when school leaders hold members of the team at a high regard, thus creating an environment that makes following a more pleasant experience. This information will be presented through the definition of servant leadership, details that define the mindset of a servant leader, and practical examples.
Synthesis
Servant leadership, as introduced by Green, is essentially when the self-interest of a leader is “replaced by the interest of serving others”. (Green, 2017, p. 77) What makes this leadership style stand out is the lens that the leader looks through. Instead of focusing on personal gain, a leader must be an “instructional leader who [has] a vision that is shared by stakeholders,” according to Green (2017). The success of individuals and relationships take precedence over the organization itself. (McMillan, 2017, p. 31) While both are important, a servant leader recognizes one’s role in the organization as a servant first. This is successfully done through the possession and implementation of personal traits that create a reality that puts people first.
The intentional fostering of positive relationships from leader to employee, a genuine supportive nature, as well as effective communication all play a part in creating a culture that makes following more simple. To be effective, a servant leader must have an understanding of the needs of the community, as well as have an understanding of what stakeholders expect. (Green, 2017, p. 76) As a servant leader, one cannot be blind to the needs of those around him. This includes the needs of students and staff, but external stakeholders as well, such as parents, community members, and those leaders above the school leader.
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To successfully accomplish this, leaders must exercise their eyes in seeing potential areas for improvement, ears in hearing what others are saying, and guide with an understanding heart. Careful observation is required. These observations must not be formal, but may come through being present in the hallways, in classrooms, in short conversations with stakeholders, and even present in the community in which one serves. Visibility, honesty, integrity, appreciation, and empowering are not an all inclusive list of a servant leader, but vital characteristics nonetheless. Green (2017) state, “when leaders hold followers in high regard… followers will give the leader consent to lead.”
A study done by Kendra McMillan (2017) found that a leader who leads with one’s followers in the front of one’s mind had a great impact on school climate and job satisfaction. Because of this greater sense of satisfaction, the rate of staff turnover was lessened. When we are able, as leaders, to keep valuable staff members, we are not only creating successful individuals, but also creating a team that will bring success to all of those we serve.
Reflection
During my tenure with my current school system, I have seen a variety of leadership styles. In teaching Health and PE, I have been the low point of the totem pole.I would speak with colleagues and declare, “When I become an administrator, I will ensure that everyone feels like they are a part of the team.” I have had the opportunity to teach in a variety of schools. I began my tenure in a building that had the highest scores in the district. As an employee, though, I did not feel as if I were a valued member of the team, thus eventually leading to my desire to transfer.
In my opinion, the driving force that is able to make what we declare as a bad situation into a good one, or vice versa, is the attention that a building’s leader pays to those that follow. I am grateful to serve under a Principal now that not only cares about what goes on in my classroom, but cares to ask about my dreams, aspirations, and continuously pushes me towards greater. As an aspiring administrator, this becomes my benchmark. My goal is to be the type of administrator that I have needed in the past, as well as other instructors in similar situations.
Leadership styles can welcome students, staff, and other stakeholders into a building. On the other hand, leadership that is not people driven can have one caught up in numbers while morale, school climate, and overall job satisfaction takes a tumble. One, though, does not go without the other, as I believe that a leader who cares about the people whom they lead cannot care unless they also care for the success of those around him or her. With every interaction, leaders are either building up or tearing down through a wide lens perspective.
Conclusion
Standard 1 of the 2015 Professional Standards for Educational Leaders describes an effective leader as one who will “develop, advocate, and enact a shared mission, vision, and core values” leading to the academic success of each student. (Green, ?) One who leads with a servant leadership style takes leadership as an opportunity to build those around him up for their advancement and progress. Leadership is not a personal opportunity for advancement, but instead, an opportunity for the corporate advancement of every team member. Organizations are important, but organizations accomplish nothing if people are not motivated and involved. To further the success of all, one must first lose himself through the service of others.
