Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Visionary
Leadership
Virginia
E.
Rogers
Iowa
State
University
2
VISIONARY
LEADERSHIP
Visionary
Leadership
Every
marathon
runner
knows
that
while
emotions
are
important,
in
the
long
run,
it
is
preparation,
monitoring
signals,
and
making
midcourse
corrections
and
occasional
changes
in
pace
that
are
essential
not
only
for
victory
but
for
simply
finishing
the
race
(Reeves,
2006,
p.
48).
As
a
fellow
runner,
I
was
drawn
to
this
analogy.
In
this
Race
to
the
Top
marathon,
we
must
take
each
and
every
element
of
learning
as
an
essential
part
of
our
race.
Real
educational
leaders
are
similar
to
marathon
runners.
They
must
be
able
to
see
the
big
picture
without
focusing
on
running
as
fast
as
possible.
No
two
people
come
away
from
the
same
experience
with
the
identical
perspectives
(Baker,
2010,
p.
2).
My
perspective
of
education
or
my
theories,
if
you
will,
have
been
founded
in
the
understanding
that
technology,
though
vast
and
powerful,
is
the
key
to
providing
our
students
the
necessary
literacies
to
thrive
in
the
21st
Century.
Not
just
throwing
technology
or
money
at
education,
but
training
teachers
how
to
transform
their
instruction
far
beyond
what
they
ever
imagined
possible.
My
final
piece
of
evidence
(artifact
#4)
is
an
introductory
course
designed
for
teachers
and
administrators
surrounding
standards-based
grading.
This
course
not
only
shows
my
ability
to
work
with
others
but
it
also
shows
my
willingness
to
provide
learning
opportunities
for
fellow
educators.
A
list
of
accomplishments
and
associations
could
not
clearly
define
my
vision
of
leadership
in
education.
I
spend
hours
reflecting
upon
the
future
and
current
reality
of
our
education
system
on
all
levels.
Reflection
is
the
key
to
success
in
the
3
VISIONARY
LEADERSHIP
classroom
as
with
many
other
professions
(Marzano
&
Boogren,
2012,
p.
4).
If
we
are
not
willing
to
admit
our
flaws
and
professionally
develop
our
thinking,
we
will
continue
to
heed
the
same
results.
Being
an
agent
of
change
is
something
that
I
am
very
passionate
about.
I
try
to
involve
myself
in
as
many
opportunities
to
improve
the
culture
in
my
building
and
most
importantly,
the
lives
of
my
students.
These
roles
have
allowed
me
to
advocate
for
students
on
multiple
platforms.
Here
are
a
few
of
my
roles
outside
of
teaching
art:
Fine
Arts
Team
Leader
As
the
team
leader,
I
strive
to
make
sure
that
the
elective
teachers
have
all
necessary
communication.
It
can
be
quite
complicated
with
so
many
different
schedules
going
on
concurrently.
I
try
my
best
to
act
as
the
spokesperson
for
my
team.
I
am
also
responsible
for
mentoring
and
assisting
new
teachers
to
the
team.
Middle
School
Visual
Arts
PLC
Facilitator
Working
alongside
the
curriculum
coordinator
and
the
other
facilitator,
we
have
created
a
long-range
plan
for
our
professional
development.
Our
main
goals
are
to
ignite
creative
capacity
in
our
art
teachers
by
turning
traditional
professional
development
into
a
hands-on,
collaborative
experiences
that
ignite
the
passion
that
our
teachers
thirst.
DMEA
Union
Representative
Through
the
Des
Moines
Education
Association
(DMEA)
I
am
also
able
to
advocate
for
change.
Not
as
unions
are
usually
depicted,
the
DMEA
is
an
4
VISIONARY
LEADERSHIP
organization
that
helps
both
the
district
and
the
employees
ensure
best
practice.
Having
a
positive
relationship
among
administrators
and
teachers
is
another
key
component
to
a
successful
learning
environment.
By
being
the
DMEA
representative
in
my
building,
I
am
able
to
be
the
communication
channel
between
administration
and
teachers.
Technology
Specialist
My
final
and
most
crucial
role
outside
of
my
classroom
is
the
building
technology
specialist.
We
are
at
a
crucial
moment
in
education,
where
educational
reform
is
an
absolute
necessity.
Just
like
with
my
change
from
traditional
to
choice-based
learning,
traditional
teaching
styles
must
be
transformed
to
fit
the
needs
of
our
21st
Century
learners.
I
am
extremely
passionate
about
showing
teachers
the
value
in
using
technology
as
a
way
to
make
this
transformation.
By
being
the
building
technology
specialist
I
am
able
to
express
my
passion
for
meeting
the
needs
of
the
21st
Century
learner.
Classroom
Inside
of
my
classroom,
I
take
every
opportunity
to
reflect
on
instructional
choices
for
my
students.
With
a
whatever
it
takes
attitude,
the
change
and
school
improvements
that
may
have
seemed
impossible
are
completely
obtainable.
That
whatever
it
takes
attitude
is
just
what
it
takes
to
be
an
agent
of
change
in
education.
We
must
stop
making
excuses
for
students,
teachers,
and
administrators
and
start
to
hold
our
learning
to
the
highest
standard
possible.
This
year
I
have
really
taken
this
motto
in
as
my
mission.
All
kids
can
learn
at
the
highest
standard
5
VISIONARY
LEADERSHIP
possible,
if
the
educators
are
given
the
necessary
skills
to
facilitate
that
learning
(Marzano,
2003,
p.
78).
After
completing
the
M.Ed.
program,
I
am
confident
that
I
can
not
only
create
this
type
of
learning
in
my
own
classroom
but
that
I
can
effectively
provide
my
colleagues
with
the
skills
needed
to
do
the
same.
Building
At
a
building
level,
changes
in
policies,
practices,
and
organization
are
needed
but
by
themselves
are
insufficient
to
gain
and
sustain
improvement
in
student
achievement
and
other
measures
of
success
(Parrett
&
Budge,
2012
p.
61).
I
am
committed
to
constantly
improving
my
own
teaching
practices
for
student
and
adult
instruction.
This
is
proven
by
my
willingness
to
learn
both
inside
and
outside
of
school.
I
am
also
certain,
by
teaching
other
teachers
how
to
innovate
and
change
their
own
practices
I
am
impacting
more
students
than
I
could
ever
within
the
four
walls
of
my
own
classroom.
In
the
building,
I
not
only
fight
for
innovation
but
I
also
seek
to
advocate
for
the
fine
arts
to
be
seen
as
an
extremely
important
component
of
a
quality
education.
This
means
that
classes
that
are
normally
thought
of
as
electives
are
the
cornerstone
of
creating
success
(Reeves,
2006,
p.
114).
Just
like
in
the
classroom,
if
we
expect
teachers
to
infuse
technology
into
their
learning,
we
must
ensure
that
administrators
model
and
support
the
expectation.
In
the
last
three
years
I
have
been
working
to
change
the
technology
climate
and
culture
of
the
building
and
in
the
district.
This
is
accomplished
by
demanding
that
our
professional
development
model
what
we
want
instruction
to
look
like.
All
professional
development
is
given
to
me
ahead
of
time.
I
choose
6
VISIONARY
LEADERSHIP
different
types
of
technologies
to
infuse
into
the
professional
development.
This
helps
the
administration
learn
and
show
important
technologies.
This
also
allows
teachers
to
participate
in
learning
while
using
these
technologies
with
the
hope
that
they
will
take
them
and
use
them
in
their
own
instruction.
District
If
I
have
had
one
major
aha!
moment
from
the
MEd
program,
it
is
that
instructional
technology
professional
development
takes
a
great
deal
of
time
to
be
successful.
That
time
should
not
be
diminished
or
underestimated
(ISTE,
2011).
My
initial
reasoning
for
beginning
this
program
was
to
load
my
own
instructional
toolbox
with
cool
tools.
Beyond
that
I
have
developed
a
realization
that
I
have
a
strong
passion
for
filling
other
peoples
tool
boxes.
I
have
presented
in
many
different
facets
on
various
technologies
and
I
have
learned
that
one
cannot
just
throw
together
a
set
of
cool
tools
to
demonstrate
to
educators
and
hope
that
it
will
affect
change.
Artifact
#4
is
an
example
of
transforming
professional
learning
to
meet
the
needs
of
the
audience.
Not
only
is
the
platform
online,
but
the
course
uses
various
tools
that
the
educators
can
translate
into
their
own
instruction.
Online
professional
learning
opens
up
new
doors
for
education.
No
longer
are
we
confined
to
the
school
building,
as
it
allows
us
to
reach
out
across
the
vast
world
and
connect
with
our
learning
networks.
Conclusion
7
VISIONARY
LEADERSHIP
can
truly
say
that
I
feel
comfortable
sharing
and
reflecting
my
knowledge
with
other
educators
surrounding
these
topics.
With
my
whatever
it
takes
attitude
and
my
knowledge
of
instructional
technology
there
is
nothing
that
will
get
in
the
way
of
my
crusade
to
transform
education.
This
program
has
been
one
of
the
most
rewarding
choices
that
I
have
made
in
my
professional
career
and
I
cannot
wait
to
use
this
to
guide
my
choices
in
my
next
endeavor.
8
VISIONARY
LEADERSHIP
References
Baker,
E.
(2010).
The
new
literacies:
Multiple
perspectives
on
research
and
practice.
New
York:
Guilford
Press.
Greaves,
T.
(2012).
Revolutionizing
education
through
technology:
The
Project
RED
roadmap
for
transformation.
Eugene,
OR.:
International
Society
for
Technology
in
Education.
Marzano,
R.
(2003).
What
works
in
schools:
Translating
research
into
action.
Alexandria,
VA.:
ASCD.
Marzano,
R.,
&
Boogren,
T.
(2012).
Becoming
a
reflective
teacher.
Bloomington,
IN.:
Marzano
Research
Laboratory.
Parrett,
W.,
&
Budge,
K.
(2012).
Turning
high-poverty
schools
into
high-performing
schools.
Alexandria,
VA.:
ASCD.
Reeves,
D.
(2006).
The
learning
leader
how
to
focus
school
improvement
for
better
results.
Alexandria,
VA:
Association
for
Supervision
and
Curriculum
Development.
The
International
Society
for
Technology
in
Education
(ISTE).
(2011).
Technology,
coaching,
and
community:
Power
partners
for
improved
professional
development
in
primary
and
secondary
education.
(ISTE
White
Paper).
https://www.iste.org/resources/product?ID=2157