Distinction Between Leadership in Educational Organisation and Essay

Distinction Between Leadership in Educational Organisation and Business Organisation - Essay Example This research will begin with the statement that leadership has been an aspect of human civilization from time immemorial and has been exercised in ruling tribes to nations and in winning wars and facing adversities of natural disasters. Leadership is defined as â€Å"the ability to influence individuals and groups to work toward attaining organizational objectives†. While leadership, in general, remains essentially an influencing process, the styles of leadership vary greatly and to suit the different situations and follower profiles. While different schools of thoughts extend different views on leadership, they are grouped under four wide categories of trait, behavioral, situational and transformational theories. Trait theories believe that leaders have specific qualities and characteristics in them that make them a leader. Subsequently, leadership studies turned to leaders’ actions and behaviors. Leadership studies evolved further to accommodate the idea of situation al aspects that required different leadership styles. Alternative approaches have emerged in the form of Transformational vs. transactional approach. In order to compare and contrast the different styles of leadership adopted by two leaders in two different organizations, a leader in an educational organization – Principal of Washington Elementary School and CEO of Slim Line Limited – an apparel manufacturing International Joint Venture of MAST Industries USA have been interviewed.

School Reformation Policies Essay Example | Topics and Well Written Essays - 1500 words

School Reformation Policies - Essay Example First of all, I would suggest smaller classes with more and highly qualified teachers for disabled students and those with special needs and backgrounds. In addition to reducing the number of students per teacher, more care and time must be afforded to these groups. This would help even the achievement gap that has not been emphasized on at all, in NCLB. For example, both blacks and whites are seen to be equally improving and so the gaps are still left unchecked. This must not be the case, and extra attention must be paid to correct this gap. Special students like the blind for instance, during examinations, must have provisions to have questions read out to them.Secondly, I would urge for measurement of improvement and academic progress per student as opposed to the collective assessment under NCLB. It is possible for schools to retain high ratings even at high achievement gaps since NCLB only measures average school performance. Achieving 100% same-state standards by 2014 as is env isioned in the Act is unrealistic, to say the least as many variables are often involved especially in disability cases. This is a simple illusion.Carris’ Ghosts of No Child Left Behind (2011) further states that the NCLB Act requires only a bare minimum of standards to be met without specific attention to any further improvement beyond the set minimum. It simply groups everyone together as one and discourages any personal talent and improvement in the long run, as all students are simply to be above average. Gifted students are awfully maligned and their enhancement disregarded hence. In some states like Michigan, state funding for gifted and talented programs was cut by up to 90% in the year after the Act became law. I am also of strong opinion that cutting funds for ‘failing’ schools only serves to hinder even more, any chances they have to regroup and improve performance potential. On the contrary, it is my belief that such schools