Create A Video Role Play Activity That Demonstrates Two

Create And Video A Role Play Activity That Demonstrates Two Of The Fol

Create and video a role-play activity that demonstrates two of the following leadership styles: 1. Trait; 2. Style; 3. Situational; 4. Transformational. The scenario involves a group of parents picketing the school over a poem in the 3rd-grade language arts book, which is a rhyming witches’ spell. How will leaders (principal and superintendent) with different styles manage this situation?

Paper For Above instruction

In this paper, I will outline a comprehensive plan for creating and filming a role-play activity that demonstrates two distinct leadership styles—specifically, transformational and situational leadership—in response to a parental protest over a controversial poem in a school reading book. Such role plays are valuable pedagogical tools for understanding leadership behaviors in real-world challenges within educational settings. The chosen scenario provides an ideal context for illustrating how different leadership styles can influence conflict resolution and stakeholder engagement.

Scenario Context

The scenario involves a community controversy where parents protest the inclusion of a rhyming witches’ spell poem in the third-grade language arts curriculum. These protests threaten to disrupt the educational environment, requiring school leaders to respond effectively. The principal and superintendent are the focal figures, and their leadership styles will shape their responses. The objective is to illustrate how leadership styles impact conflict management, communication, decision-making, and stakeholder trust.

Selection of Leadership Styles

For this role-play, the two leadership styles selected are:

1. Transformational Leadership: This style emphasizes inspiring and motivating stakeholders, fostering trust, and promoting positive change through vision and charisma.

2. Situational Leadership: This flexible style involves adapting leadership behaviors based on the context and readiness of followers, choosing appropriate support or directive strategies.

These styles are ideal for contrasting approaches in handling community conflicts, with transformational leadership inspiring unity and change, and situational leadership tailoring responses to specific circumstances.

Designing the Role-Play Activity

Setting and Roles

The role-play involves four participants: the principal, the superintendent, a group of protesting parents, and a school teacher. The principal will embody one leadership style, while the superintendent will embody the other. Alternatively, roles can be rotated across multiple sessions for comprehensive understanding.

Scenario Briefing

Participants receive detailed background on the controversy and their respective roles. The principal and superintendent are tasked with engaging the protesting parents, articulating the school’s position, and proposing solutions—each employing their designated leadership style.

Role-Play Script Outline

- The protesting parents express grievances over the poem, citing concerns about age-appropriate content and cultural sensitivity.

- The principal, demonstrating transformational leadership, responds by emphasizing the school’s mission, fostering dialogue, and inspiring confidence in educational values.

- Meanwhile, the superintendent, exemplifying situational leadership, assesses the protesters’ concerns, adjusting their approach—either providing clarification, offering compromises, or escalating the response based on the parents’ reactions.

Sample Dialogue Elements

Transformational Leadership Response (Principal):

“Thank you for sharing your concerns. Our goal is to provide engaging, meaningful learning experiences that inspire young minds. We value your partnership and believe together we can make decisions that support our students’ growth and understanding.”

Situational Leadership Response (Superintendent):

“I understand your concerns. Let’s discuss what specific aspects of the poem disturb you, and I will tailor my response accordingly—whether that means providing additional context, considering an alternative, or explaining the educational purpose behind the poem.”

Video Production Tips

- Ensure clear, authentic dialogue reflecting each leadership style.

- Use appropriate body language and tone to convey inspiration (transformational) versus adaptable support (situational).

- Incorporate visual cues and setting to resemble a productive school board or parent meeting.

- Capture multiple angles for clarity and engagement.

Educational Objectives

This role-play activity aims to:

- Demonstrate how different leadership approaches influence conflict resolution.

- Illustrate the potential impact of leadership style on stakeholder trust and school-community relations.

- Enhance students’ understanding of leadership flexibility and effectiveness in real-world educational contexts.

Conclusion

Creating and filming this role-play provides a dynamic learning experience that deepens understanding of leadership styles in school administration. The contrasting approaches of transformational and situational leadership showcase how school leaders can navigate community concerns thoughtfully—either by inspiring change and unity or by adapting their strategies to responder-specific needs. Such exercises are vital for preparing future educators and administrators to lead effectively amidst complex and emotionally charged situations.

References

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  • Avolio, B. J., & Bass, B. M. (2004). Multifactor Leadership Questionnaire Manual. Mind Garden.
  • Leithwood, K., & Jantzi, D. (2005). A review of transformational leadership research. Leadership and Policy in Schools, 4(3), 177–199.
  • Herold, D. M., Fedor, D. B., Caldwell, S., & Liu, Y. (2008). A Meta-Analysis of Transformational and Transactional Leadership Correlates of Effectiveness and Satisfaction. Journal of Applied Psychology, 93(1), 75–86.
  • Antonakis, J., & House, R. J. (2014). Instrumental and expressive styles of leadership. In D. V. Day (Ed.), The Oxford Handbook of Leadership and Organizations (pp. 135-161). Oxford University Press.

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