Educational Leadership Supervision Post 7

Reflection on Educational Leadership

If we examine the school as using the business organization ideals of effective and ineffective processes, a purely capitalist business model subject to external self-regulating (supposedly) forces, it still remains poorly managed in that realm . Unlimited largesse provided by tax payers with only the Senior levels of administration to justify more budget increases and very little accountability because of  lack of political agency,  mean that schools do not work well in a business model; that which this papers says is the conventional norm, endorsed and pursued by status quo administrators. Developing social capital is the goal that business style bureaucratic management administrators are doing so poorly at because of their limited leadership abilities, whether there is internal or externally barriers to leadership and motivation.

So if the system only allows managerial business style administrators, from whence comes the radical humanists and radical structuralist leaders? Never chosen and sent to write books in the the halls of academe, to do the speaker circuit to those who get inspired for a day and then go back to the status quo.

Why is it that no school division I have ever worked for, have enlisted private external agencies to examine efficiency and barriers to even their business processes let alone their higher primary goal  of human capital development. Surely examination of clerical and administrative inefficiencies would not impinge on any educational ownership or political or power structure issues. This would seem a sensible and prudent measure when using public funds and being accountable to the society you purport to serve.

By Bennis’ definition that leaders challenge the boundaries, there are no leaders at BSD schools. I have never seen nor heard of anyone who ever challenged the accepted organizational boundaries. Management style administrators I have experienced have never wanted to devolve power or authority even within the boundaries of the organization. Hence why the critical use of technology has never been accepted or implemented.

English, F. W. (2007). The art of educational leadership: Balancing performance and accountability. Sage.
Bennis, W. (1976). The Unconscious Conspiracy: Why Leaders Can't Lead