Laura Herringre Discussion 2 Module 1

Response 1laura Herringre Discussion 2 Module 1collapsevalley Hill

Response 1laura Herringre Discussion 2 Module 1collapsevalley Hill

Response 1 Laura Herring RE: Discussion 2 - Module 1 COLLAPSE Valley Hill needs quick positive change. Strong leadership is essential. Many of the educators seem to have leadership skills as they have worked to keep the program running. As a leader, I believe my role would be to create an engaging environment where all stakeholders feel included. A leadership theory that would contribute to the effectiveness of this position and improve the current culture and practices at Valley Hill would be authentic leadership.

Beyer (2012) describes these leaders as having “passion and purpose, behavior and values, connectedness and relationships, consistency and self-discipline, and compassion and heart,” (Beyer, 2012, pp.17). Valley Hill needs a leader to come in and work to bring the staff to a common goal. The leader needs to connect to the staff and quickly build relationships to draw on the strengths of the staff. The leader should encourage the staff to give input, but also give a clear vision for the program. I feel I do have leadership strengths and weaknesses.

I feel I have passion and vision. According to Muñoz et al., (2012), educational leaders must know what they want to do and share their passion. Educational leaders must be passionate about their ideas. I believe that I would be able to promote positive change while also building relationships. Another strength I have is building relationships.

I work well with many different personality types. I feel I also encourage others to have input. I feel the leadership theory I relate best to is participatory as I feel everyone should be part of the decision-making, (Amanchukwu, et al., 2015). One area that I may struggle with is overthinking. I tend to worry about others and their feelings.

I often struggle with thinking I’ve hurt someone’s feelings, or someone is feeling negative. I know as a leader it is impossible to please everyone all the time. References Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14. doi: 10.5923/j.mm..02 Beyer, B., (2012). Blending constructs and concepts: Development of emerging theories of organizational leadership and their relationship to leadership practices for social justice. Muñoz, M., Boulton, P., Johnson, T., & Unal, C. (2015). Leadership Development for a Changing Early Childhood Landscape. YC: Young Children, 70(2), 26–31

Paper For Above instruction

Effective leadership plays a critical role in shaping the culture and success of early childhood education centers, especially during periods of challenge or transition. The case of Valley Hill highlights pressing issues related to leadership deficits, resulting in compromised quality, staff resignation, erosion of family trust, and diminished student safety. As an educational leader, strategic application of leadership theories and evidence-based practices can significantly influence positive change and foster an engaging, safe, and nurturing environment for children, staff, and families alike.

Understanding the leader’s role in cultivating a supportive work environment involves creating a culture that promotes openness, collaboration, and professional growth. Leaders must model the values of authentic leadership by demonstrating passion, purpose, integrity, connectedness, and empathy, as outlined by Beyer (2012). Authentic leadership emphasizes transparency and relational trust, fostering an inclusive environment where stakeholders feel valued and empowered to contribute their ideas for improvement. For Valley Hill, this approach can re-establish morale, rebuild trust, and set the foundation for sustainable change.

Leadership theories provide frameworks for implementing such strategies. Transformational Leadership, which focuses on inspiring and motivating staff toward shared visions and goals, is especially pertinent during times of organizational crisis (Van Wart, 2013). A transformational leader at Valley Hill would articulate a compelling vision for quality early childhood education, set strategic and measurable goals, and engage staff in change processes through motivation and support. By modeling enthusiasm and commitment, the leader can energize teachers and staff to embrace the necessary reforms, elevate instructional practices, and improve child outcomes.

Furthermore, Horizontal or Collaborative Leadership, emphasizing distributed decision-making and shared leadership, offers practical avenues for engaging staff in leadership roles. As Van Wart (2013) suggests, teacher leaders and staff members who have demonstrated initiative and resilience can become key allies in restoring the center’s credibility. Facilitating professional learning communities led by these teacher leaders can foster a sense of ownership, empower staff, and ensure that change is mindful of the diverse perspectives within the organization. This approach aligns with the principles of distributive leadership, which enhances the collective capacity to implement reforms effectively.

In my personal reflection, my leadership strengths include a strong sense of empathy, collaboration, and a commitment to continuous professional development. As an early childhood educator with nearly 30 years of experience in both public and religious settings, I have developed skills in analyzing instructional data, leading professional learning groups, and fostering team cohesion. These experiences equip me to support staff through change, promote reflective practice, and advocate for a culture of learning and accountability.

However, opportunities for growth exist in assertiveness and strategic clarity. At times, I may need to bolster my ability to decisively set boundaries and communicate expectations clearly, especially in complex or high-pressure situations. Developing these skills can ensure that I effectively lead initiatives and sustain momentum for change without becoming overwhelmed or over-involved in minor details.

Applying a combination of authentic and transformational leadership theories with my self-awareness can enable me to contribute meaningfully to the organizational turnaround at Valley Hill. By fostering trust, promoting collaboration, and maintaining a focus on shared goals, I can help rebuild the center’s reputation, improve instructional quality, and create a thriving environment for children and staff.

References

• Beyer, B. (2012). Blending constructs and concepts: Development of emerging theories of organizational leadership and their relationship to leadership practices for social justice.
• Muñoz, M., Boulton, P., Johnson, T., & Unal, C. (2015). Leadership Development for a Changing Early Childhood Landscape. YC: Young Children, 70(2), 26–31.
• Van Wart, M. (2013). Lessons from leadership theory and the contemporary challenges of leaders. Public Administration Review, 73(4), 553–565.
• Wallace Foundation. (2013). Great school leadership in action. The Wallace Foundation.
• Driscoll, A. (2007). Building a collaborative culture in early childhood centers. Early Childhood Education Journal, 34(6), 427–432.
• Leithwood, K., & Jantzi, D. (2005). Transformational leadership. The Leadership Quarterly, 16(4), 511–529.
• DuFour, R., DuFour, R., & Eaker, R. (2008). Professional Learning Communities at Work: Best Practices for Improving Student Achievement.
• Hargreaves, A., & Fink, D. (2006). Sustainable Leadership. Jossey-Bass.
• Shields, C. M. (2010). Transformative Leadership in Education. ASCD.
• Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.