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ERIC Number: EJ853234
Record Type: Journal
Publication Date: 2004
Pages: 1
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1931-6569
Words to Lead by
Kamler, Estelle
AASA Journal of Scholarship & Practice, v1 n1 p22 Spr 2004
In the instruction of the Core I course in which the objectives focus on elements of leadership, the author spends much time in having students (future leaders) begin the soul searching process of determining who they are and what they believe. This process entails developing a vocabulary that they can use to articulate their being to others who they may one day lead. As an outgrowth of extensive leadership study groups, online reactive discussions about actual school dilemmas and the development of a case study and a process for resolution with possible outcomes, students are required to, by the end of the semester, write their own opening-day speech that provides them with a clarity of their own purpose and an understanding of their own passions. In this reflective reality-based exercise, students who cannot find their own flame quickly learn that it will prove impossible to spark others and that the difficult and sometimes disheartening road of the school administrator may not be right for them. Educational leaders, those school administrators, who "walk the talk" have always been respected and truly make a difference in the lives of all the people, children and adults alike that are touched by their souls. The author contends that in a world where education is the strongest hope to combat illiteracy as well as intolerance, leaders of this ilk--ones who lead by the words they articulate and embrace--should be the norm.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A