"Leadership can be thought of as a capacity to define oneself
to others in a way that clarifies and expands a vision of the future."

Stimulate, inspire, motivate, collaborate, and reflect √ these actions, I believe, must be the catalyst for an effective educational leader. The role as educational leader is transitional, ongoing, reflective, challenging, and developmental. Creating an environment, which is safe, positive, respectful, democratic, diverse, challenging and engaging that focuses on the learning and success of each child is paramount. In order to achieve this, the ultimate goal of a leader is to maximize the potential of each teacher by building professional interdependence.

One cannot lose sight of the fact that a school is more than a building and issues; it is a community made up of people who must interact with each other. The school has a lifeworld that "provides the foundation for the development of social, intellectual, and other forms of human capital that contribute to the development of cultural capital. The leadership in a school is influenced and shaped by the people who are a part of the educational community" (Sergiovanni, 2002, p. 4-5). All professional staff needs supervision; however, the amount and approaches vary depending on the individual's level of development, expertise, and commitment to problem solving. Teachers need to be an integral part of the educational and decision making process, not separated from it (Glickman, 2004, p.185). I believe that motivating teachers to show ownership, commitment, and interest in the school beyond the classroom is important. In today's educational process, teachers must be proactive, and validation as the professionals in the field is critical. A more humanistic approach that focuses on the concerns of people, their growth, and how they can contribute to the total picture is needed today. Finding the right balance of humanism and organization is the key. That is why strong and effective leadership must be the motivation that encourages the improvement of teaching and learning in the classroom and challenges teachers to reevaluate their effectiveness on a daily basis.

A school leader must have a shared vision with the educational community that permeates daily actions, thoughts, and decisions as well as being reflective in every aspect of the school's programs and functions (Hesssel, 2002, p. 36). It is crucial that I, as school leader, open the lines of communication among students, teachers, parents, and community and provide information that will address the concerns of those involved. Once a vision is established, accepted, and shared then all that are involved in the successful learning and development of the students are committed to working toward the same goal. "A community of mind and heart emerges from this binding of people to common goals, shared values, and shared conceptions of being and doing" (Sergiovanni, 2002, p. 67). What follows must be a plan of action which taps the skills the expertise of all the individuals involved.

Once the vision is accepted and shared, how can I incorporate it into the daily routines of school management to insure the academic success of the students? "Trust is the essential link between leader and led" (Jossey-Bass Leader, 2000, p. 287). Once I have the trust of the community, the teachers, and students, then the plan of action will follow and belief and support of it will become the cornerstone of academic success. It is important that as the school leader, I exhibit confidence and encourage open communication and collaboration among all involved in the process. Teachers must be encouraged to takes risks and not be afraid of failure or reprisals. I believe that an approach that is supportive and collaborative will encourage teachers to reflect, reexamine, and refine their strategies to enhance student success. If they have my support as the school leader, educational risks for the improvement and advancement of student learning will ultimately strengthen the sense of community and professional respect. This philosophy will filter down to the classroom, where children will feel comfortable about taking risks. For without the failures, how do we learn and grow? Once the school community is on the same page and a plan of action is implemented, the skills of both the leader and staff must be identified and utilized. As perceptive school leader, I will use communication and observation as a means of assessing the strengths and weaknesses of my staff. By doing so, I will elicit the positive characteristics that will contribute to creating an environment that reflects democracy, safety and learning. Once teachers are validated for their contributions, they "begin to model the behavior valued and recognized by the school leader and community" (Hessel, 2002, p. 48). The school evolves into the look and feeling of community. By focusing on strong points and encouraging and supporting more teacher collaboration and leadership, the teachers' capabilities and talents are stretched, thus helping the staff and me to grow professionally.

The shared vision, plan of action, and skills of the staff will remain stagnant if the resources are not available. It is important to seek out the tools and services needed to make theory and vision a reality. Using the community such as businesses, religious organizations, enrichment programs, retirees, service learning centers, cultural centers, institutions of higher learning, and parents as role models as resources will aid in creating an effective learning environment (Jossey-Bass, 2002, p. 109-110). This is a Herculean task. Using interpersonal skills, perseverance, open-mindedness, current educational research, humor and community involvement, I will be able to obtain the assets needed to enhance the school programs in this informational and technological age. It is important to be knowledgeable of grants, professional development programs for staff, supplies, technology and any other opportunities that will support student achievement. In addition, I feel that a keen mind for business, sound managerial skills, organization and prioritization are key for effective school management. Managing a school effectively requires foresight, insight, understanding, collaboration, articulation and vision. Each day there is a need to tackle the challenges, to research options, and to make sound decisions, always keeping in mind the learning and success of the students.

The challenge of creating a learning community that provides personal and professional satisfaction for all is not an easy one to overcome. I must instill through modeling a sense of pride, collaborative problem solving and decision-making, respect and professionalism. Dealing with various personalities, different professional stages, and educational philosophies makes it difficult to treat each staff member the same. But, it is important to accept the diversity, acknowledge the expertise and commitment of each teacher, and utilize it for the good of the students, culture and the school's lifeworld. "Teachers ultimately determine whether a school will be an effective one." (Sergiovanni, 2002, p. 124). It is important that incentives play a role in teacher effectiveness. It is crucial that teachers feel that the work they are doing both in and out of the classroom is valued. How a school leader goes about validating the work and commitment of the staff members is instrumental in building the sense of community and collaboration.

Every leader possesses many distinct and admirable qualities. Is there one underlying trait that is common to all effective leaders? "The most effective leaders all have a high degree of emotional intelligence which includes self-awareness, self-regulation, motivation, empathy, and social skill (Goleman , 1998, p. 94). The nature of the position of school leader requires the individual to work with people in the educational community. By acknowledging my attributes and limitations, I continuously develop the skills needed to deal with the situations and people that they encounter on a daily basis to become a strong and dynamic leader. I feel that I possess these traits. Just as teachers need to be reflective and continuously be open to change, so do I as the educational leader.

It is a fact that the role of the educational leader is changing, and the skills needed to be effective are not the same as they were in the past. We must never forget where we started. All educational leaders began in the classroom. Learning never stops; an effective leader is a life learner who is constantly growing. By instilling this in my staff and students, I will begin to foster a school of lifetime learners. I need to be a facilitator who fosters a "we" rather than an "I" approach to administration. Creating an environment with a humanistic perspective that is based on culture, community and collaboration is positive and effective. Mentoring, peer coaching, and team building structures have already been part of the teaching experience. Adopting this philosophy and approach and bringing it to the next level, administration, is my challenge. In the words of Edwin H. Friedman, "Leadership can be thought of as a capacity to define oneself to others in a way that clarifies and expands a vision of the future."

Works Cited

Glickman, C. D., Gordon, S.P., & Ross-Gordon, J.M. (2004). SuperVision and Instructional Leadership (6^th ed.) Boston: Allyn and Bacon.

Goleman, D. (1998, November-December). "What Makes a Leader? Harvard Business Review.

Hessel, K. & Holloway, J. (2002) A Framework for School Leaders: Linking ISLLC Standards to Practice. New Jersey: Educational Testing Service.

The Jossey-Bass Reader on Educational Leadership (2000). San Francisco: Jossey-Bass of John Wiley & Sons, Inc.

Sergiovanni, T.J. (2002) The Lifeworld of Leadership. San Francisco: Jossey-Bass Publishers.

www.du.edu/ clipart/stutable.jpg

www.carolsjewelryboutique.com/ hbbptr1/page4.htm

www.asenseofplace.com/ traffordhallphot.html

-safe, stimulating, and nurturing learning environment
-authentic problem-solving+critical thinking (promote discovery)
-differentiated instruction
-Student centered

-Metacognative coaches (not lecturers)
-Multiple modes of instruction
-block scheduling
-ongoing professional development

-Schools should be structurally, symbolically, and culturally linked
-Parent and community involvement

-shared leadership