Florida Educational Leadership Standard 1: Vision
Florida Educational Leadership Standards
Standard 1: Vision
Standard 1: Vision– High Performing Leaders have a personal vision for their school and the
knowledge, skills, and dispositions to develop, articulate, and implement a shared vision that is
supported by the larger organization and the school community.
Knowledge
I have the knowledge and understanding of:
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Learning goals in a pluralistic society
The principles of developing and implementing strategic plans
Systems theory
Information sources, data collection, and data analysis strategies
Effective communication
Effective consensus-building and negotiation skills
Dispositions
I believe in, value and am committed to:
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The educability of all
A school vision of high standards of learning
Continuous school improvement
The inclusion of all members of the school community
Ensuring that students have the knowledge, skills, and values needed to become
successful adults
A willingness to continuously examine one’s own assumptions, beliefs, and practices
Doing the work required for high levels of personal and organization performance
Skills
Throughout my internship experience and coursework at FGCU I have learned and evidenced
through integrated essays and artifacts the following list. As an administrator I will facilitate
processes and engage in activities ensuring that:
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Florida Educational Leadership Standard 1: Vision
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The vision and mission of the school are effectively communicated to staff, parents,
students, and community members
The vision and mission are communicated through the use of symbols, ceremonies,
stories, and similar activities
The core beliefs of the school vision are modeled for all stakeholders
The vision is developed with and among stakeholders
The contributions of school community members to the realization of the vision are
recognized and celebrated
Progress toward the vision and mission is communicated to all stakeholders
The school community is involved in school improvement efforts
The vision shapes the educational programs, plans, and actions
An implementation plan is developed in which objectives and strategies to achieve the
vision and goals are clearly articulated
Assessment data related to student learning are used to develop the school vision and
goals
Relevant demographic data pertaining to students and their families are used in
developing the school mission and goals
Barriers to achieving the vision are identified, clarified, and addressed
Needed resources are sought and obtained to support the implementation of the school
mission and goals
Existing resources are used in support of the school vision and goals
The vision, mission, and implementation plans are regularly monitored, evaluated, and
revised
Florida Educational Leadership Standard 1: Vision
What excites you? What drives you? What do you aspire to become? What steps are you
going to take to achieve this vision for the future? People can make things happen for
themselves. It begins with an idea and is championed by inspiration, motivation, and
dedication for achieving ones personal goals that will lead to a brighter and better future.
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Organizations are founded on the same principles. “A vision is a clearly stated, achievable, even
optimistic organizational aspiration” (IBM, 2002).
The need for vision in schools is a reflection of our ever changing society. For the past
century, schools have functioned under a bureaucratic model. This mechanical model regulates
teachers, student, and administrators through rules and an explicitly defined organizational
structure. Administrators schooled in the theory of top-down administration, often chose to
use and authoritarian style of leadership. In these systems control and order take precedence
over creativity and flexibility (Chance, 2002).
Today’s students and schools require active involvement of students, teachers, and
administrators. Student learning is contrived through active engagement of the learner,
innovation, and motivation.
Motivational theory tells us that when administrators utilize highly controlling strategies on
a consistent basis, such as in a top-down administrative model, motivation of organizational
members decreases. When the people of the organization feel coerced, intimidated, and
manipulated, members will lose interest in the organization and develop their own motivational
goals and strategies that will resists those of the organization (Owens & Valesky, 2007).
Facilitative leadership that shares responsibility, encourages growth, and supports
organization members will result in long-term motivation of employees. The humanistic
perspective of motivation tells that people are motivated by personal needs to constantly grow
and develop, to boost personal self-esteem, and to have healthy satisfying human relationships.
Theories of the humanistic perspective of motivation include Maslow’s theory of motivation
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and Herzberg’s two-factor theory of motivation. Maslow’s theory lays out a hierarchy of needs
beginning with survival. These needs unfold in a sequential pattern of continued growth and
development. Maslow concludes that people are driven from within to recognize their full
growth potential (Owens & Valesky, 2007).
Herzberg contends that motivation is not attainable through a hierarchy of needs, but
instead is composed of two separate factors, motivation and maintenance. Motivational
factors such as achievement, advancement, and responsibility will lead to satisfaction in one’s
job, resulting in increased effort and effectiveness. However, if the maintenance factors such
as work environment, job security, and attitudes and policies of administration are not
satisfactory, motivation is unattainable. This will cause job dissatisfaction that will result in
constricted efforts and effectiveness (Owens & Valesky, 2007).
In order to improve, schools much have a shared vision. Teachers, administrators, parents,
and students must work together to create this vision for their school. Reform will then be
successful as it is guided by an educational vision that all stakeholders are invested in. Already
in effect today, demographic, cultural, technological, economic, social, and political changes are
impacting schools as they never have before with no signs of relent. Thus, the need for school
vision critical as it can prepare schools and students to function effectively in the future
(Chance, 1992).
A vision is not a mission statement, written goal, or an announcement of change. Effective
leaders develop, create, visualize, and communicate visions. These visions raise aspirations in
others, come to life, inspire people to action, and energize the learning community to come
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together to improve their organization for the students and surrounding community. A
compelling vision inspires energy, drive, and a desire to better oneself and become something
more (IBM, 2002).
Conceived as a raw idea, a vision must be shaped and communicated in order for it to
become alive. The Reinventing Education Change Toolkit, a website designed to help
educational professional be more effective at leading and implementing change based on the
work of Harvard professor Rosabeth Moss Kanter, refers to these visionaries as “Change
Masters”. Change Masters inspire people to get excited about something they have never seen
before and may not know exists. They are skilled at presenting their ideas in a manner that
inspires value in and direction of change (IBM, 2002).
A pivotal role of a school principal is to be a Change Master. As a school leader, the
principal must constantly engage in the process of defining and redefining an organization’s
vision. School communities are dynamic and ever-changing as a result of beliefs, values, ideas,
and events so must be in a state of continuous improvement. A vision must be clear and
specific as to what the organization will accomplish in order to enable members of the
organization to begin to act. The bridge between idea and reality is supported by the buy-in of
others. Change Masters will communicate a vision that is so compelling that it motivates and
inspires people into action (IBM, 2002).
The method by which a leader develops, creates, and communicates an organizational
vision is a critical factor in building a shared vision. A shared vision is one that organization
members are invested in. The vision must include and reflect the aspirations of not only the
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leader of the organization, but the stakeholders themselves. In a school community these
stakeholders include teachers, parents, students, and community members.
Developing a vision begins at a very personal level with an individual leader. Without
personal vision and an attempt to actualize the vision, an organization is often chaotic as
multiple goals are randomly sought after. A personal vision represents one’s aspirations for
what an organization or school could be. This is a unique view as it directly reflects one’s own
personal beliefs and values. Things to consider when developing a personal vision include one’s
leadership style, strengths, weaknesses, personal and professional values, possibilities, and
personal assessment of the organization. Additionally, one must develop a personal
organizational vision. This is contrived in a similar manner, but often begins with the leader
reflecting on attributes of an effective school. Considerations for developing a personal vision
for a school include the ideal school, external factors, anticipated accomplishments, personal
vision, strengths, and weaknesses (Chance, 1992).
In the educational leadership course Organizational Development I completed a project
which required the writing of my own belief statements about schools and leadership. These
belief statements will be of use when I become and administrator and develop my own vision
for a school. These belief statements are here as
Artifact 1-1 Game
Plan Belief Statements.docx
.
Once a leader has developed their personal vision and personal organizational vision other
organizational members will then become involved in generating the overall school vision. A
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small diverse group should be formed with the task of drafting the vision. The Change Toolkit
recommends developing a steering committee.
A steering committee is responsible for guiding and supporting one or several separate
project teams or individuals. Steering committees should have diverse representation from the
organization, as this way decisions made by the committee while have multiple points of view.
This will strengthen the link between the steering committee outcomes and the stakeholders in
the organization. The visionary leader should be a part of this steering committee and utilize
his/her personal vision as well as his/her knowledge of group processes to guide the
development of the overall organizational vision. A series of meetings to present the draft
vision across the organization should be held, and feedback from those events and as many
people as possible should be utilized in developing the final version of the draft (IBM, 2002).
In the course Organizational Development, I worked with a team of students to develop a
change initiative for fictional school district. The first component of this project was creating a
common vision. The project outlines the development process of creating a shared vision
through the use of the Change Toolkit. This project is
Artifact 1-2 Change
Proposition for School District.doc
.
A vision that will be a call to action for the learning community will have five criteria. The
Change Toolkit recommends utilizing the criteria below in developing a vision as well as testing
existing visions against the criteria and modifying as necessary.
Key Elements in a Vision:
Florida Educational Leadership Standard 1: Vision
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Destination: What is our goal? What could we achieve if we took advantage of
opportunities open to us? Or, what would be the benefit if we did an excellent job
meeting goals imposed on our district/school from the outside?
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Dream: What will be different because of this goal? What will our district/school look
like when we achieve our vision?
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Prize: What positive outcomes will follow? Who will benefit, and how?
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Objectives: What numbers and dates make the outcomes concrete? What ballpark or
general results will be achieved by then?
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Message: What memorable image, slogan, paragraph, poem or headline conveys the
essence of the goal? What can we add to the vision that will help communicate it to
other administrators, teachers, parents and community members?
(IBM, 2002).
Osceola Elementary, where I completed one half of my practicum, uses their vision, mission,
and belief statements as the guiding principles of their School Improvement Plan. This plan can
Artifact 1-3A OES
School Improvement Plan.docx
be viewed here
. The first draft component of the School Improvement
objectives for parent involvement that were written by the Student Services team accompany
the SIP
Artifact 1-3B SI
Objectives for Parent Involvement.docx
.
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Communication of the vision is the next step in the vision process. This step is critical
because it signals to organizational members and the community that the vision is something
that is valued and achievable. The Change Toolkit suggests having each unit or group (grade
level, team, etc) of the organization develop their own supporting version, such as what does
the overall vision suggest for our team? This will help to ensure overall support for the vision
which is critical to its actualization (IBM, 2002).
Bringing the vision to reality requires short and long-term planning. Those involved in the
development of the vision should continue in the planning and goal setting. Goal setting
should begin with acknowledgement of the strengths and weaknesses in the organization.
Short –term goals, one or two years in duration, that build on the organization’s strengths,
while recognizing its weaknesses, and which aid in actualizing the vision. The group should
develop five to eight short-term goals. Long-term goals, which may take six to ten years,
represent a future. All goals should directly reflect the vision. Once the goals are developed, a
plan of action to achieve the goals must be made. The key is to continue the movement of the
organization toward the vision. External factors and influences will inevitably occur in the
coming years, with this in mind, the vision should be returned to and goals modified as needed
(Chance, 1992).
At Osceola Elementary each grade level utilized the school vision and school improvement
data to develop a team SMART (specific, measureable, attainable, realistic, and timely) goal.
The goal is constantly monitored through data analysis and is evaluated by student
performance data at the end of the year. I developed this electronic template for teams to use
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in writing their team goals. The template became a part of the on-line handbook, utilizing
technology as a way of improving efficiency in management functions. This template is
Artifact 1 -4 Smart
Goal Plan Template.docx
.
Keeping the momentum toward actualizing the vision is crucial in sustaining the vision. The
engagement of others by the leader in the vision development process through shared decision
making will result in a strong level of commitment to the vision by all stakeholders (Chance,
1992).
Florida Educational Leadership Standard 1: Vision
References
Chance, E.W. (1992). Visionary leadership in schools: Successful strategies for developing and
implementing an educational vision. Springfield, IL: Charles C Thomas.
IBM. (2002). Change toolkit. http:/.www.reinventingeducation.org
Owens, R.G. & Valesky, T.C. (2007). Organizational behavior in education: Adaptive leadership
and school reform (9th ed). Needham Heights, MA: Allyn and Bacon.
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