As a leader in school daily you are encounter many problems and issue where you have to take a decision or a judgment and you have to take the write decision or judgment and to do so, you need to be honest. But is it enough to be honest and to do your best to be fair? Of course not, and that an important learning point I have learn in module 8(Ethics and low). TO give your decision you have to know all details of the problem or issues then analysis the information, determine the responsibilities, and after that you have to know the low or rules and take in your account the ethics and values. So you have to take in your consideration many factors.i think this module is so important inthe program because if a leader is taking wrong dicesion there will not be future for the shool.        

I believe that every student have the right to learn and success and we are in school have to offer all students the environments to use all of there abilities to access to knowledge and skills to give them the opportunity to success.

One of the theory that I have studied in this program Gardener Multiple inelegance theory. Actually I have some information about it before I attend this program, since we are organizing annually a contest between schools in multiple intelligence which based on Gardener theory. The new thing that I have learned here is how I can apply this theory to may student in classroom and how to individualize the teaching. It is not matter of a contest between students and schools. It can be applied to solve a big issue to allow students use there strength for better learning and improving. We can a simple survey to determine each students strong way of learning and we take care of these aspect when we are planning for a lesson and we can different learning strategy in teaching. I have a plane to implement the MI theory in math for grade 4 next year, because I believe the students right to learn using there strong abilities and I believe in this theory as a strong tool to help student. Moreover I have a very energetic intelligent math senior teacher who had his master degree in gardener multiple intelligent theory.

implementing ICT at school is not a matter of using computer in teaching, the issue wider than that, if you want to implement ICT at your school you should have a vision about the implementation of ICT in your school whether it stand for it self or as a part of the school vision and you had to build school culture to accept the implementation of ICT at school and to prepare teacher and school staff to cop with the ICT implementation and this can be done by professional development. At the beginning we have to determine the training needs. The teacher should be aware about the quality of teaching whether using ICT or not such as critical thinking, creative thinking, student interaction, emotional intelligence, multiple intelligence, group work(social intelligence) and student center. The implementation of  ICT should cover all school work aspects from registration students and give parents information about the school for example number of students, classes, teachers and registration rules and timing, also the  relation with parents and communication with them through school site in the web. We should  implement ICT in all school operations such as financial operation or in registration books and material.

Actually, the integration of ICT requires time for training, curriculum writing, material preparation, work meetings, liaising with ICT companies.

Before I attend this course I don’t know that I have any impact on curricula, because I don’t have the authority to choose the books or continent of these books. Most of school leader in Bahrain-as I believe- have the same idea because the books and cotenant of these books are chosen by ministry of education. Now after I have studied this course I have a strong believe that I can do a lot. The most important thing is to think about what you have, not what you don’t have, and about what you can do, not about what you can not do. I was looking at the empty half of the glass and not recognizing the full half. Moreover I don’t know what liquid does it have and how can I get benefit from it. Now I know very will and I am happy to know. I will use my knowledge for benefit of my students, my teacher and my school

There are many leadership styles, but which one you will be. It is not just a matter of which leader you want to be, but also a matter about what abilities and personal quality and value you have. Beside that your efforts to implement some techniques which meet this style requirement’ and this is not enough. You have to believe on what you are doing. I believe that leadership style is improved through the improvement of the leader personality and through his experience day by day.

EDUCATIONAL LEADERSHIP PROGRAMME

INDIVIDUAL ASSIGNMENT

MODULE:    8   

NAME       :   Abdulrahman Ahmed Eid                                         

CPR           :   660111292                                                                      

GROUP          :   B team 2                                                                           

EMAIL      :        bineid@batelco.com.bh                                                  

SCHOOL       :        Busaiteen Primary Boys School                                       

Total Number of Words:        916     

The case:

In a primary school there was a 13 years old boy ho is having a discipline problem, he is not cooperating with teachers, pulling students, smoking, escape class, escape from school, making problems with school neighbors.

The school wrote many reports about this student, inform parents about his problems, give him and his father many social sessions and wrote a report about him to ministry of education to give consultant.            

Once upon a day while he is escaping class he talked to another 12 years old boy student and they cooperates to ask a third 12 years old student, who is sexually elated,    to escape out side the school during one class and they done it.

Out side the school the two students asked the third student to have sex with him and he agree, they attempt to have sax with him but they didn’t because they are too young and don’t know how to do it, but as they believe they have a sex.

The teacher didn’t notice that they are absent and he didn’t register them as an absent however, the supervisor notice them trying to attempted the next class and he started to investigate with them and they told him all they have done.

The supervisor wrote a report about the incident and informed the school principal, the principal ask the social worker to ask the parents of students to come to school to inform them about the incident and when they came they met the vice-principle. Individually, he told them about what haven, and the action the school will take.

The school decides to informed the ministry of the education about the incident and asks for their decision, who is higher, than any action the school can take in this situation.

Duty of care:

1-    The parents have to seek a psychological evaluation due to his child multiple problems.

2-    The ministry of education responsibility to insist on psychological evaluation.

3-    The school responsibility to advice parents for psychological evaluation.

4-    The teacher responsibility to check student’s attendance.

5-    The school vice principal responsible to ensure that teacher are doing their duty in checking students attendance.

6-    The supervisor responsible not to allow student to go out of class with out excused card.

7-    The principal have to implement a system to ensure that students do not escape.          

8-    The social worker responsibility to do a case study for these kinds of students and suggest solution for their problem.

9-    The social worker responsibility to implement a program to solve these kind of students problems.      

    Standard of care:

1-    The parents was below standard of care because he didn’t ask for a consultant       help

2-    The ministry of education was below standard of care because they have to apply pressure on parents to force them seeking psychological evaluation.

3-    The school was below standard of care because they didn’t advise parents for   psychological evaluation.

4-    The teacher was below standard of care because he didn’t do his duty an was not that difficult and it does not take that much time and I believe that he is the most responsible person because he failed to do his duty.

5-    Vice principal was reasonable because he was checking attendance file regularly and taking action against any teacher who fail do his duty.

6-    The supervisor was below standard of care because he have to discover the escape student before they escape not after.

7-    The principal was reasonable because he implement a good system to prevent students to escape by taking the attendance every lesson and not to allow students to leave classes with out the excused card.     

8-    The social worker was below standard of care because he didn’t do a case study for these students and didn’t suggest solution for their problem.

9-    The social worker was below standard of care because he didn’t implement a program to solve these students’ problems.     

    How to prevent this incident to haven again?

          This incident is of high risk and to prevent it from occurring again, we have immediately taken care of:

1-    The social worker has to do a case study for these kinds of students and suggest solution for their problem.

2-    The social worker has to implement a program to solve these kind of students problems. The parents have to seek a psychological evaluation due to his child multiple problems.

3-    The ministry of education has to insist on psychological evaluation.

4-    The school has to advice parents for psychological evaluation.

5-    The teacher has to check student’s attendance.

6-    The supervisor has ensure not to allow student to go out of class with out excused card.

Ethics:

Ethically I believe that all students are have to be safe at school environment, and we are as staff of school have the ethical duty to ensure their safety an their felling to be safe and we should count them as our chilled. All the students have their write and we have to ensure they all take their writes, even though if they made a mistake we have to offer them the suitable solution which saves their dignity and find them satiation which ensures their safety. The danger students should get the suitable service to ensure their safety, give them their write to learn, play, get medical treatments, social consultant and psychological treatment.  This is-some time- available in special establishment to give them their writes without affecting others students writes negatively.

EDUCATIONAL LEADERSHIP PROGRAMME

INDIVIDUAL ASSIGNMENT

MODULE:    10  

NAME       :   Abdulrahman Ahmed Eid                                         

CPR           :   660111292                                                                      

GROUP          :   B team 2                                                                           

EMAIL      :        bineid@batelco.com.bh                                                  

SCHOOL       :        Busaiteen Primary Boys School                                       

Total Number of Words: 1083

I used a Prepared “360 degree performance appraisal” for myself. A “360 degree performance appraisal” is characterized by a systematic review of the performance of my self from multiple perspectives, namely:

(i)           A superior; i.e. my principal Mr. Mohamed Sualeh who have as a principal for eight years three of them with me.

The average was 4.57 which mean excellent in the average.

(ii)         a subordinate; and I choose a senior teacher for the first circle Mr. Abduljalil  Jumaa who work closely with me for three years because I am in-charge of first circle, and he have an experience in teaching for 13 years 6 of them as a senior teacher. 

The average was 4.71 which mean excellent in the average.

(iii)       a colleague; I choose  a senior teacher for mathematic department, who we delegate him as vice principal in the absent of vice principal and who work with me for three last years(the new vice principal work with me only for one month), and he have an experience in teaching for 14 years 7 years of them as a senior teacher.

The average was 4.71 which mean excellent in the average.

(iv)        a self-reported assessment. I have an experience as teacher for 15 years, and 3 years as a school vice principal in Busaiteen primary boys school.

The average was 4.28 which mean very good in the average.

I collected multiple perspective reports from 4 sources as mentioned above based on the given set of survey questions and here I would like to state my finding.

       I think that the findings from the “360 degree performance appraisal” is not accurate- in my case- specially when all participant were affected by the same culture as the culture of Bahrain which does not accept performance less than excellent or at lest very good, also in my case all the participant are in good relation with me so they may gave me more than I disserve -as I believe – even though I explained for them the purpose of this performance appraisal and I choose  two senior teacher which I trusted their courage and honesty and have a good relationship with them, that allow them to said the truth without any doubt about affecting our good relation. The other surprise for me, was my performance appraisal which was done by my principal almost the same as the others, and it was better than my actual appraisal for the last two years which I didn’t accept at that time!                         

As I mentioned  above I don’t believe of the accuracy or validity of the finding from the”360 degree performance due to some circumstances such the relation between the participants and the individual to be evaluated and the culture of the organization, but it still a good tool because it reduced the errors in evaluation the staff. I think my performance appraisal done for this reflection essay is an excellent validity if we take the average and I believe that it is fair.

The most common points between the four participants are items no.3,4,5,6&7 and all of them get high performance between often and always. Items no 1&2 are vary due to the self evaluation which choose sometime as performance degree where as the other participants choose the high performance degree.

I think the “360 degree performance appraisal” is very helpful because it reduce the errors in evaluation and the staff –as I believe- will be satisfied when he know that performance appraisal was done by many participants from different level and when he accept it there are a lot of work to be done by the staff and his boss to improve his performance.

A side from the “360 degree performance appraisal”, now a days a new performance appraisal is established in schools of Bahrain, it start in the beginning of the year when the principal set with the teacher to determine the a set of goals for the teacher to a cheap during the academic year and establish a plan and dates to a cheap these goals, and they meet several times to discuss what kind of improvement has been done, what kind of help the teacher need and what work need to done. I think this is a suitable performance appraisal models for the current education change and reforms in the Kingdom of Bahrain beside the 360 degree appraisal.

EDUCATIONAL LEADERSHIP PROGRAMME

INDIVIDUAL ASSIGNMENT

MODULE:    6      

NAME       :   Abdulrahman Ahmed Eid                                         

CPR           :   660111292                                                                      

GROUP          :   B team 2                                                                           

EMAIL      :        bineid@batelco.com.bh                                                  

SCHOOL       :        Busaiteen Primary Boys School                                       

Total Number of Words:        1052         

Introduction:

there are many definition for learning that we can found in books and encyclopedia and one of  those I believe in ” the process which develops or changes the behavior of the learner to a degree of permanence, usually with the intervention of an educator” another good definition is “The acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom” also there is a good definition which concentrate on the role of the school or organization “The concerted activity that increases the capacity and willingness of individuals, groups, organizations and communities to acquire and productively apply new knowledge and skills, and to grow, mature and adapt successfully to changes and challenges”.

in the other hand another question rise “how does learning take place?” and it quit clear from the definition above “the changes in the behavior of the learner to a degree of performance, but how can we know if the student has learnt, actually it is another issue but we can answer it in simple way by measuring the performance before and after the learning i.e. we need an evaluation.

In fact evaluation is depending on aims specification and selecting the methods and procedures of evaluation to measure the learning outcomes.

In a democratic country of course all stakeholders i.e. Governments, businesses, parents, students, voluntary organizations and all others have their own role in determine what should student learn,” but among all the Stakeholders, governments seem to wield the  greatest interest and power.”(module1 topic2)

in my school we have some problem with student discipline in classes with some teachers. I think this haven because of pour strategic in teaching and not taken in account the learning style of the student, so they feel uncomfortable and they start making problems and I think we can solve these problem by integrating Gardener’s Multiple Intelligences (MI) Model and Dunn & Dunn’s Learning Styles.

Gardener’s Multiple Intelligences (MI) Model state “Intelligence as complex of abilities and skills that are differentially present in individuals.” Gardener suggest  (8) Intelligence scan be presented which Leaders and Teachers can capitalise on. The concept of multiple intelligences (MI) that Howard Gardner introduced in his 1983 text, Frames of Mind, is a principle not well known to most teachers in my school even though one of seniors teacher has got his Master degree in this topic and is organizing a contest in Multiple Intelligences, but no body thought to apply it in classroom. Gardner believes that, rather than a single intelligence, we possess many intelligences in varying doses. These intelligences include, logical, mathematical, linguistic, musical, spatial, kinesthetic, naturalistic, existential, interpersonal, and intrapersonal. As most of us understand that we are better at some things than others, it is difficult not to accept, in theory, Gardner’s concept.

Now how can the classroom teacher committed to the personal growth and skill development of each of his students in a crowded classroom make practical use of this understanding? Since all of our students have each intelligence, it makes sense to address as many of these intelligences as possible in our classrooms and in teacher lesson plans. All students want to frame their work in the  best possible way and learn in the way that will meet their strength empowering students to learn through multiple style give us a collaborative classroom where students are comfortable experimenting and letting others experiment with out any problem. Teacher can work with their students on identifying the characteristics of these varied intelligences for each student and planned with them learning strategies that will work with each. There are a number of opinion polls over the Internet to help people to identify the preferred pattern of learning for them. And can be relied upon to give a view on the educational preferences.Dr. Rita Dunn and Dr. Kenneth Dunn have attempted to provide ways in which learning style theory can take effect in the classroom In their book, Teaching Students Through Their Individual Learning Styles: A Practical Approach, they give a background of  how learners are affected by elements of the classroom and follow it with recommendations of how to accommodate students’ learning strengths. Dunn and Dunn write that “learners are affected by their: (1) immediate environment (sound, light, temperature, and design); (2) own emotionality (motivation, persistence, responsibility, and need for structure or flexibility); (3) sociological needs (self, pair, peers, team, adult, or varied); and (4) physical needs (perceptual strengths, intake, time, and mobility). Redesigning the classroom involves locating dividers that can be used to arrange the room creatively (such as having different learning stations and instructional areas), clearing the floor area, and incorporating student thoughts and ideas into the design of the classroom^[2]. we can apply Dunn and Dunn techniques such as Small-group techniques that often include a “circle of knowledge” in which students sit in a circle and discuss a subject collaboratively as well as other techniques such as team learning and brainstorming^[2]. Contract Activity Packages are educational plans that facilitate learning by using the following elements: 1) clear statement of what the students needs to learn; 2) multisensory resources (auditory, visual, tactile, kinesthetic) that teach the required information; 3) activities through which the newly-mastered information can be used creatively; 4) the sharing of creative projects within small groups of classmates; 5) at least 3 small-group techniques; 6) a pre-test, a self-test, and a post-test. Another scholar who believes that learning styles should have an effect on the classroom is Marilee Sprenger, as evidenced by her book, Differentiation through Learning Styles and Memory and we can use her suggestion to improve teaching quality in our classes such as Methods for visual learners include ensuring that students can see words written down, using pictures when describing things, drawing time lines for events in history, writing assignments on the board, using overhead transparencies/handouts, and writing down instructions^[3].Methods for auditory learners include repeating difficult words and concepts aloud, incorporating small-group discussion, organizing debates, listening to books on tape, writing oral reports, and encouraging oral interpretation^[3].Methods for tactile/kinesthetic learners include providing hands-on activities (experiments, etc.), assigning projects, having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play, and having field trips^[3]. By using a variety of teaching methods from each of these categories, teachers are able to accommodate different learning styles.

References:

1-    ELP module 6

2-    http://en.wikipedia.org/wiki/Learning_styles#Applications:_Learning_Styles_in_the_Classroom

3-    ELP module 1

EDUCATIONAL LEADERSHIP PROGRAMME

INDIVIDUAL ASSIGNMENT

MODULE:     4   

NAME       :   Abdulrahman Ahmed Eid                                         

CPR           :   660111292                                                                      

GROUP          :   B team 2                                                                           

EMAIL      :        bineid@batelco.com.bh                                                  

SCHOOL       :        Busaiteen Primary Boys School                                       

Total Number of Words:       1324               

The curriculums used in Bahrain public schools are a good one. It vary from one level to another, and ministry of education puts great efforts to in reach the curriculum to meet the circuitries of the twenty-first century. The curriculum in public schools Contains many of the characteristics of the curriculum in the twenty-first century, as the authors of the curriculum were aware about the characteristics, skills and values and seek the students acquire these skills, but there are some obstacles to the acquisition of these skills by  students. One of these obstacles is lack in teachers awareness of the importance of these skills to the students to be prepared for the future, nowadays many teacher thought that their job to explain the content as an information or knowledge and test the student ability to memories it, not to have an attitude towards these issues and accept or reject it and to understand the others wrights to be different.         

 the curriculum in Bahrain most often developed by local curriculum experts  with the cooperation of teachers and senior teacher in the field of education. They take in their accounts the world changes and future requirements and they try it in few schools before the generalization to all schools. However some time the ministry of education made a Contract with a publisher to put the curriculum especially in English language curriculum.

This year Bahrain has established one of the most excellent curriculums that Bahrain schools have ever known -as I believe- in both mathematics and science and these curriculum was developed with the cooperation of gulf countries. These curriculum are an American and was translated to Arabic by a publisher. These curriculums were revised to be suitable to our culture and value.

Most of school leader in Bahrain does not believe that they have the tools to innovate the curriculum and they don’t know how to innovate the curriculum, actually I myself don’t have any idea that I can innovate the curriculum before I attend this course and I was surprised how much I can develop the curriculum with my leadership and with the efforts of school teachers specially if they have the suitable professional development and the awareness of the curriculum goals.

The aim of learning and teaching is to prepare students for life and work. I believe with the four pillars of education which state (learning to

know, learning to be, learning to do and learning to live together) also I believe with several concepts:

1- universalisation of education (basic education for all);

2- Considerations to ensure equal opportunities for all. (of access and success);

3- Quality as a priority concern.

4-Relevance of education (particularly to the needs of

labour market);

5-. the continuity of education (lifelong education).              

In fact these value I believe in affect the decisions that I make for example the seconed value lead me to ensure the provision of equal opportunities for all students to learn according to their respective capabilities, and activating the learning tools that help to individualize learning, even when trying to activate such tools we need to be aware on the different abilities of students in the provision of the requirements of e-learning such as computers, Lap Top, and Internet connection in good speed, so in my school I will work to open computers lap for students in the after non time to ensure that all the students has the opportunity of access and success.

also these value will make me concern about the student, and not the teacher, becomes

the centre of attention. More emphasis is laid on experimental work of the learners, their library, CD-ROM or Internet research, or any other type of student activities. this does not mean that we don’t care about teachers but mean we take student as the center of learning process and we can take care about teacher by organization of refresher courses for science teachers because the accelerated pace of scientific and technological advancements necessitates regular revision and updating of science curriculum and since this is not in our hand(the books and content is coming from ministry of education) so we have to keep teachers update. The other concern for me is teamwork among learners instead of the individual paper or laboratory work and also the assessment of student through individual and group projects which will help students to have the ability to explain their ideas and understand the others, and this will lead them to accept their differences in culture and  the appreciation

of their original diversity, and the possibility offered to them to interact constructively and learn from each other.

The transformational and the democratic leadership both have a grate positive impact on innovation of curriculum. The transformational leadership focuses on the commitments and capacities of organizational members, and through this the potential to increase performance and productivity in all aspects of work at school and the curriculum area is one of them, so if the leader puts his efforts to innovates the curriculum and explain his plan, every body will be happy to do their duties for best results.

Also the democratic leader has an influence on all school members, and if he explains his goals to innovate the curriculum and involves the teachers, senior teachers and all the staff he will get their efforts to innovate the curriculum.

Ministry of education in Bahrain has established many reforms projects which will help to innovate curriculum such as King Hamad school for the future, which “enables curricula specialists to prepare electronic education material, and keep in contact with students and instructors” and to contact parents and other stakeholders  and get their feedback about the curricula, so they can innovate it. Actually this project has many aims which will help to innovate the curriculum such as:

“It is a fundamental turning point from the traditional teaching-learning process to a future process based on technological employment.

* It provides a learning environment for the students, teachers, administrative staff, and society which allows interaction at any given point.

* It is an ideal solution to the demands of e-learning which covers a large number of users at once.

* It is an educational model which contains teaching and learning tools, as well as tools of assessment.

* It completely changes the limited resources of the traditional class environment to an open interactive motivated environment which improves the learning process, and helps benefit from various information resources:

* Allows every student to learn according to their ability, at the same time taking into consideration the different learning abilities of the students.

* Allows teachers to interact with students, and continually

asses them individually.“(1)

I think the school leader in Bahrain can promote culture of innovation in curriculum development by:

 1- Encouraging teacher to use other resources other than the subject’s book.

2- Give teachers the trust to implement a teaching strategy which involves students in teaching and learning process.

3- Let teachers meet in small-group professional-learning communities to discuss issues that relate to student learning, including technology integration.

4- Educators need to see other educators teaching in different ways in order for new practices to take hold, so let teachers visit each others in class.

5- To implement cooperative-learning as a teaching strategy to help students acquiring the art of living with others in peace and respecting cultural diversities.

6- Involving family, local community and associations in the education for citizenship and democracy.

 7- Fostering the sense of shared values and a common destiny, as basis for international co-operation and solidarity.

(1) http://www.education.gov.bh/english/pdf/future-eng.pdf

References:

(1)   The challenges facing educationand curriculum development at the beginning of the twenty-first century;Shapour Rassekh.

(2)   http://www.education.gov.bh/english/pdf/future-eng.pdf(King Hamad school for the future.

Ministry of Education

ELP Program     

Module 1

Individual Assignment

Reflective essay on

‘Leadership model’

Presented to:

Law Chor Hoo PB,PPA(G)

Presented by

Abdulrahman Ahmed Eid

Assestente principle

“Busaiteen Primary Boys School”

Nov. 6, 2008

Leadership provided by the school principle is widely known to be the most important variable in determining the effectiveness of schools.

Nowadays the education process became more complicated, and to meet its demands, different leaders are following different leadership model, but how can we decide which one among these models is suitable?   

In their review (Leithwood Duke,2004) of all article dealing with leadership in four major educational administration journals over approximately the past decade. “These results suggest that six major categories of leadership dominate cotemporary writing about school leadership.”      

Firstly, In Bahrain school, I think the most common leadership type is the instructional leadership. Because the leaders in Bahrain school has “potential impact on students educational outcomes, they are mostly concern about teaching and learning , however some of them give an influence of other factors such as organizational vision and culture teaching and learning ( PowerPoint presentation Topic 3).

From my experience in several schools that I have work in or visit the practice is concern about student achievements and programs belt for student underperformance in examination, it’s rarely to find a school where the leader is concerns about the vision or school culture.    

On the other hand, there is a clear improvement in the school leadership skills as a result of attending several workshops during the last few years. While this maybe true to some extent, it also clear that the instructional leadership will not help Bahrain’s school to improve, because there is a big gap between reality of Bahrain school and the goals expected by the school stakeholders, such as business, community, parents and government, so we have to modify our schools leadership models and explore new ideas, to reform our schools.

This bring me to my second point, that the ministry of education as an educational leader has to train the school principles to adapt other leadership models, such as a transformational leadership or any other type to improve the schools to meet the high expectations of the community and the stakeholders to reach the school effectiveness and school improvement “The focus of transformational leadership is on the commitments and capacities of organization members and through this the potential to increase performance and productivity”. (powerpoint presentation,topic3).High levels of personal commitment to organizational goals and greater capacities for accomplishing those goals are assumed to result in extra effort and greater productivity”( Leithwood & Duke,2004;P97).Transformational Leader seeks to transmit their followers with a high level of commitment to the vision of the organization.

 Although Transformational leadership model is an excellent model it succeeds will be “based on the leaders’ ability to inspire commitments to collective aspirations and for personal and collective mastery over the capacities needed to accomplish such aspirations”(powerpoint presentation,topic3), and need a special charisma which is not available in every school principals.

However one of the traps of transformational leaders that they are charismatic, So” He or she may use their charisma and symbolic artistry to lead the school, and If leadership is based on having followers who have attached themselves to a particular leader, then when that leader moves, retires, or makes a mistake, it may be difficult or even impossible for the organization to make the necessary adjustments. On the other hand, if the charismatic and symbolically artistic leader uses his or her talents to foster allegiance to the institution, its norms and purposes, then if the leader makes a mistake or moves on, there is a stronger possibility that the best elements of that school culture will be maintained through the transition.”(Terrence E. Deal and Kent D. Peterson)

Thirdly, By following the moral leadership, this leadership will” Focuses on values and ethics of the leader and it’s Influence is based on the ability of the leader (usually the school principal) to defend or justify what is considered right or good”.(PowerPoint presentation, Topic 3)

Unfortunately, ” not all the time the leader moral and value adapted to the moral authority based on the purpose and meaning attached to the school”. (Terrence E. Deal and Kent D. Peterson)  

Fourthly, Managerial Leadership” focuses on the managerial functions, tasks or behaviors of the leader.Its Influence is based on formal positions in proportion to these positions in the organizational hierarchy”(PowerPoint presentation, Topic 3). It seems that the managerial leadership is easier to use because it depend very little on the perceptions of others. By being highly successful in this area, it is difficult for others to find mistake or place blame.” Anticipating predictable and developing effective and efficient means of responding them”( PowerPoint presentation, Topic 3)

However, I find my self very attracted to participative leadership because” it stresses the decision-making processes of the group where this participation on the grounds that it will enhance organizational effectiveness”.(Leithwood & Duke,2004;P102) “Also participative leadership promote sharing and synergizing of knowledge, skills and dispositions/values, encourage organizational learning, promotes equitable and ethical climate, enhances ownership, commitment and solidarity”.(PowerPoint presentation top3)

In my own experience, it seems that there is no perfect model to be applying in managing the educational organization and no exact criteria to be followed. Because of the complexity of the leadership that is affected by different situations, so we can only obtain clues, and apply a variety of styles.

The leader or manager can not be stick to a specific type of leadership model from the first day he became a manager, even if he has his own written values because leadership improved day by day through our experience, study, effort and our desire to improve our self, skills and practice.

One of the main reasons not stuck to one type or models of leadership because every model has its own advantages and disadvantages, for example Inconvenience model has some advantages in some circumstances or for some leaders.

Finally, there is no best way of leading; therefore a leadership style that is effective in some situations may not be successful in others. In fact I believe that contingent leadership is the most convenience model, because leaders react should vary according to different circumstances “leaders respond to the unique organizational circumstances or problems that they face as a consequence, for example, of the nature and preference of coworkers, conditions of work and tasks to be undertaken. This approach to leadership assumes that there are wide variations in the contexts for leadership and that to be effective these contexts require different leadership responses”.(Leithwood & Duke,2004;P107)                  

References

Leithwood k. and Duke d.(2004)’A Century’s Quest to Understand Schools Leadership’.in H. Tomlinson(Ed.),Educational management: major themes in education(pp.91-143). London: routldgeFalmaer.

 D. Terrence&P. Kent(          ) ‘ Educational Leadership Models, based on The Le adership Paradox:Balancing Logic and Artistry in Schools www.geocities.com

S. Thomas (          )’ Leadership for the Schoolhouse: How Is It Different? Why Is It Important’ www.geocities.com

PowerPoint presentation,Modul 1 topic1,2,3,4,5 ‘Educatinal Leadership  for education change and reform’

Day C.; Harris A.; Hadfield M.(2001)’ Grounding Knowledge of Schools in Stakeholder Realities: A Multi-Perspective Study of Effective School Leaders’