Constructivist Leadership Model
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For this activity, I selected the constructivist leadership model for further analysis. In view of the difficulties and the challenges confronted by educators with implementing educational reforms to improve the quality of education, I believe that only a new mindset about leadership is needed transform the current education system. Contrary to the traditional hierarchical structure of leadership that confines educators and administrators to discrete roles, the constructivist leadership model distributes leadership powers and responsibilities to all stakeholders within the community. This approach overcomes the isolation of the educators and the administrators and promotes collaboration among all parties. Instead of focusing on their self-interests, all the stakeholders within the community work together with one another in order to promote the well-being of the community (Lambert, 1998; Lambert & King, n. d.). As with most schools, my school is also governed by the traditional approach in which the principal is given complete power and authority to make decisions and impose them on the teachers. The teachers are simply expected to comply with these decisions without questioning them. As a result, the school environment is characterized by divisions among the stakeholders. The teachers are often resentful of the decisions handed down by the administrators. From their perspective, the principal and vice-principal are clueless about the needs and proble
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onal community. I realize that my role as an educator extends beyond my responsibility of teaching the students within the classroom setting. Within a school community, I also need to forge connections with my peers in order to identify ways for improving our instructional practices as a profession. At the same time, I should also collaborate with school administrators to determine how we can improve the overall quality of the learning environment and advocate on behalf of disadvantaged student populations (Lambert, 1998; Lambert & King, n. d.).
Even more importantly, the process of analyzing this information has given me the opportunity to reflect critically on my teaching practice by applying the concepts of the constructivist leadership model to actual reality. By studying how the constructivist leadership is practiced in actual reality via research studies and the analysis of special educators, I have acquired new perspectives of the teaching profession. I can see how teachers who adopt constructivist leadership approaches can be highly effective in enhancing the quality of learning provided to students.
Within the constructivist leadership model, the central component consists of the "reciprocal learning processes
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Questions Based, Lambert King, Ghere Sommerness, Lambert Szabo, , Mohlman Bruder, Keig Waggoner, Internet Articles, Research Schools, Retrieved August, constructivist leadership, leadership model, constructivist leadership model, special educators, research studies, lambert 1998, lesson study, student study teams, professional development, teaching practice, gonzales lambert, lambert king, concepts constructivist leadership, szabo et al, et al 2002,
Approximate Word count = 1633
Approximate Pages = 7 (250 words per page)
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