Transformational leadership is based on strong moral values and purpose. A transformational leader sets goals while looking at the global picture instead of just focusing on the facts. This type of leader encourages collaboration and a mutual trust with followers, as opposed to a transactional leader whose actions may lead to competition among individuals. In educational environments, transformational leaders demonstrate a genuine care for students, families, and staff members. They appear to be self-less, as they are more concerned with developing others’ potential than developing themselves.
If I were a student in a class with a transformative leader, I would learn the value of working in teams. Project-based learning with a focus on higher-order thinking skills would be more common than drill and skill. In this class, I would consider my teacher as a “guide on the side” instead of a “sage on stage.” I would feel enabled to express my opinions after developing a mutual trust with my teacher and peers. I would be expected to apply my knowledge to solve meaningful, relevant problems. Failure would not be an option in a classroom with a transformative leader, for if I decided not to complete assignments, my teacher would strive to find the root of the problem instead of giving me a low letter grade.
A school administrator with the mindset of a transformational leader must have more of an ‘influence’ on a school than an ‘impact.’ The administrator should lead by modeling and making his values known. When I hear the word ‘impact,’ I think of force. Teachers in this school should be intrinsically motivated to improve their teaching strategies because they understand the overarching purpose of their role in the school. Morale in this school would be high because teachers would feel supported and nurtured.
I see a correlation between transformational leadership and stewardship. In both styles, the leader does not want to be a dictator, but a facilitator. The leader makes a continued effort to share responsibilities with teachers and parents. The leader does not accept the existing structure if it is ineffective; he makes decisions based on emotion and values. Just like stewardship, a transformational leader gives power to the people instead of powering over them (Sergiovanni 2007).
When school administrators encourage staff members to integrate technology into the curriculum, they must communicate WHY – why they are integrating technology and why it’s important. If administrators do not have a personal passion for technology, they need to communicate how passionate the children are for technology. They might choose to show one of the “Did You Know” YouTube videos or have a discussion based on an article such as “Turning on the Lights” by Marc Prensky. Administrators need to create an environment that encourages risk-taking so teachers are not afraid to fail. They also need to model the use of technology so it shows their own risk-taking and partnering with the staff to learn something new. A transactional approach would not be helpful for technology integration because teachers would see the idea as “one more thing to do” versus another way to liven up the curriculum and engage students.
This year, I am forming goals with the building principals before school begins. We are forming goals based on the needs of the students and I am going to assist with the technology component. I am hoping to introduce a new tool to the principals each time they meet so that they can model the use of this tool with their staff members. The tools that I introduce will support differentiated instruction and guided reading which are their two main focus points this year. I am hoping that by forming a vision based off of passion and purpose, I will transcend the minds of the principals and consequently, the influence the minds of the teachers (“The Transformational Leadership Report,” 2007).
Sergiovanni, Thomas (2007). Leadership as Stewardship. San Francisco: Jossey-Bass.
“The Transformational Leadership Report” (2007).
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