Running head: INNOVATIVE LEADERSHIP 1

Project 1: Innovative Leadership-The Leadership Model for our 21st Century Learners

Dominica R. Felici-Skal

New Jersey City University

"I have included all of the required components as outlined in the syllabus."

The purpose of this paper is to present an educational leadership model appropriate for

today’s education. The first idea that caught my eye and started the wheels turning was

INNOVATIVE LEADERSHIP

the statement, ‘there are not enough good principals in today’s society’ (Jackson, D.,

2000). How could there be with the New Jersey state requirement of only five years

teaching experience to become a principal or supervisor? Yet that argument has the

rebuttal of whether the instructional leadership component is part of the administrator’s

job since administrators have limited access to the students. But should they? Is their

job truly managerial, the job of a transformational leader? Yet, administrators have the

role of evaluating teachers and making decisions about professional development based

on teacher assessments. My divergent, eclectic thinking led me on a journey in search

of the 21st Century Innovative Leadership Model with regard to the growing mindset of a

creator. In other words, the innovative leadership model needed the ability to combine

the strengths of both the instructional and transformational leadership models, as well as

create. ‘Transformational leaders are charismatic leaders, who have the ability to define

and clarify the vision of the group’s goals according to their voice. Transformational

leaders create ethical, democratic school environments, which provides everyone with a

voice and listening ear in the decision-making process, which in turn, inspires dedicated

followers to work towards common goals to serve our future adults to the best of our

ability’ (Sagnak, M., 2010). ‘Instructional leaders have the ability to coach or provide

professional development through their assessments of teachers’ quality of instruction

versus students’ rate of growth’ (Nidus, G. & Sadder, M., 2011). Likenesses unite,

differences enrich is the mindset of the Innovative Leader in today’s educational world

with discussions of differentiated instruction, assessment, standards, curriculum and

teacher quality.

‘According to Carol Dweck’s book entitled, “Mindset” the theme of the fixed versus

growth mindset in terms of abilities, intelligence and talents concluded that individuals

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INNOVATIVE LEADERSHIP

have the opportunity to move from one mindset to another. However, the mindset of

the innovative leader leads to the creation of new and improved ideas’ (Couros, G.,

2014). Thus, 21st century learners are provided with opportunities from diverse

perspectives and rationales from inspiring networks of thinkers. The innovative leader is

appropriate in today’s education due to the focus on finding evidence to create original

perspectives as stated in The Common Core Standards and PARCC. In terms of

creation, the Innovative Leadership Model amplifies the process rather than the product

through utilization of technology as a tool. ‘The Innovative Leadership Model is

appropriate in today’s education due to the ability to share the process of the utilization

of technological tools to create real-life learning experiences that raise awareness to

student interests, start conversations, find answers to their questions, join partners,

change minds, make a difference, take action and drive change’ (Couros, G. 2014).

Hannah Alper is an example of an innovative process created by a ten-year student

through social media to raise awareness topics that she takes to heart through reflective

evidence. Does this process correlate with Common Core objectives and school

curriculums? The innovative leader will provide direction, based on the collaborative

voices of students, teachers, parents, administrators and community to create a resilient

team, research-based revolving pathway that searches for problems.

References

Couros, G. (2014). The principal of change: The innovator’s mindset. Retrieved

from:

http://georgecouros.ca/blog/archives/4728

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INNOVATIVE LEADERSHIP

Jackson, D. (2000). The school improvement journey: Perspectives on leadership.

School Leadership & Management, 20 (1), 61-78. Retrieved from: doi:

10.1080/13632430068888

Leithwood, K.A. (1992). The move toward transformational leadership. Educational

Leadership, 49(5) 8-12. Retrieved from:

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199202_leithwood.pdf

Nidus, G. & Sadder, M. (2011). The principal as formative coach. Educational

Leadership, 69 (2), 30-35. Retrieved from:

http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/The-

Principal-as-Formative-Coach.aspx

Sagnak, M. (2010). The relationship between transformational school leadership

and ethical climate. Educational Sciences: Theory & Practice, 10 (2), 1135-1152.

Retrieved from: http://files.eric.ed.gov/fulltext/EJ889202.pdf

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