why i want to be a school leader essay

Why do you want to be a school captain? 7 Sample Answers Included

Serving as a school captain is an excellent leadership opportunity and the perfect way to make a lasting impact on your school. But when it comes time for an interview, you will likely be asked, “Why do you want to be a school captain?”. In this article, we will guide you through preparing your answer and crafting an effective response showcasing your unique skills and motivations.

This article aims to equip you with the knowledge and tools necessary to effectively communicate why you are the right candidate for the position of school captain. Whether you are a student who aspires to be a school captain or someone interested in learning about leadership and public speaking, this article is for you.

Table of Contents

How to prepare for answering “Why do you want to be a school captain?”

Before answering the question, “Why do you want to be a school captain?” it is important to take some time to prepare. This will ensure that you are ready to give a confident and compelling answer that showcases your unique skills and motivations.

Research about the school and its values:

To start, take some time to research the school and its values. Learn about its history, mission, and goals, and consider how you can align your personal goals with the school. This will help you tailor your answer to the school’s specific needs.

Consider personal experiences and motivations:

Think about your own experiences and motivations for wanting to be a school captain. What inspired you to pursue this position? What personal qualities and skills do you possess that make you well-suited for the role?

Identify your unique skills and strengths:

Consider your unique skills and strengths and how they can contribute to your success as a school captain. Whether you can communicate effectively, your leadership skills, or your passion for making a difference, highlight these qualities in your answer.

How to answer “Why do you want to be a school captain?”

Once you have a clear understanding of the question and have taken the time to prepare, it’s time to craft your answer. Your answer should be clear and concise and showcase your passion and qualifications for the role of school captain.

Start with a strong opening:

Begin your answer with a strong opening that immediately captures the interviewer’s attention. This could be a personal story, a statement of purpose, or a specific experience that highlights your qualifications for the role.

Tailor your answer to the school:

Your answer should be tailored to the specific needs of the school. Consider the school’s values and goals, and show how your goals align with theirs.

Talk about your school involvement and passions:

Being passionate about something gives people purpose—it drives them forward and can also help them stay focused when other obstacles get in their way. Think about which aspects of your school life have been meaningful for you. Are there any activities or clubs that have sparked your interest? Any classes that motivate you? Are any causes or issues related to student life that matters deeply to you? If so, explain why they matter to you and how being a school captain would provide the perfect platform for taking action and making progress on these matters.

Highlight your unique skills and experiences:

Make sure to highlight your unique skills and experiences that make you well-suited for the role of school captain. Whether you can communicate effectively, your leadership skills, or your passion for making a difference, be sure to showcase these qualities in your answer.

Your answer should reflect your qualities as a leader:

When answering this question, you must focus on yourself rather than talking about how much of an improvement the school needs or how much better things would be if someone else were in charge. Instead, focus on expressing what qualities you can bring to the position and why those qualities make you well-suited for the job. For example, if you are organized, detail-oriented, and great at problem-solving, explain how these qualities would help you take the initiative or resolve any issues that may arise during your term as school captain.

Discuss your goals as school captain:

If accepted into the role of school captain, what goals would you set out to accomplish? Think carefully about what legacy you want to leave behind when your term ends. Do you want students at your school to feel more connected? Do you want everyone at the institution—teachers included—to feel supported by each other? These are just some examples of achievable goals that could come from being a successful leader in such a role. Describing these goals can also show the committee evaluating candidates who understand what a school captain requires and have concrete ideas about moving forward with this responsibility.

End with a strong conclusion:

End your answer with a strong conclusion reiterating your passion for the role and your commitment to leadership. This could be a statement of purpose, a vision for your future as a school captain, or a call to action.

7 sample answers: “Why do you want to be a school captain?”:

• “Ever since I was young, I’ve been drawn to leadership roles. As a school captain, I can not only serve as a role model for my peers but also have the opportunity to impact our school community positively. I have strong communication skills and a passion for bringing people together, which make me well-suited for the role of school captain.
• “I have a deep love for our school and its values, and I believe that I can help to further those values and make a positive difference in the lives of my classmates. I am a strong leader with a proven track record of bringing people together to achieve a common goal. I am eager to use these skills to serve as a positive influence and help to build a stronger, more inclusive school community.”
• “The power of community has always inspired me, and as a school captain, I can help to create a sense of belonging and unity among my classmates. I have excellent interpersonal skills and a deep commitment to serving others, which make me well-suited for the role of school captain. I am eager to use my skills and experiences to help create a more positive and supportive school environment for everyone.”
• “I have a passion for helping others and making a positive impact, and as a school captain, I can use these skills to make a difference in the lives of my classmates. I have strong organizational skills and a proven track record of leading successful projects and initiatives. I am eager to bring these skills to the role of school captain, and I am confident that I can help to create a better and more inclusive school community.”
• “I have a strong commitment to excellence, and as a school captain, I can help to raise the bar and push our school to new heights. I have excellent leadership skills and am well-known for my ability to inspire and motivate others. I am eager to use these skills to positively influence and help create a more successful and dynamic school community.”
• “I have always been drawn to leadership roles, and I believe that as a school captain, I can help to make an on our school community. I have excellent communication skills and a passion for serving others, which make me well-suited for the role of school captain. I am eager to use my skills and experiences to help create a more positive and supportive school environment for everyone.”
• “I am deeply committed to the success and well-being of our school, and as a school captain, I can help to create a more positive and inclusive environment for everyone. I have excellent organizational skills and a proven track record of bringing people together to achieve a common goal. I am eager to use these skills to serve as a positive influence and help to build a stronger, more united school community.”
• “I have been a highly involved student at my school since I started in grade nine. I have dedicated myself to being a part of the school community, whether it be through participating in extra-curricular activities or volunteering my time and energy. Being a school captain would allow me to make a real impact on the lives of my peers and make our school an even better place. I want to use this position to lead by example and ensure everyone feels included and represented.”

Being a school captain is a great responsibility and a fantastic opportunity to impact your school community positively. Answering the question, “Why do you want to be a school captain?” is an important part of the process, as it allows you to showcase your passion, skills, and qualifications for the role.

By taking the time to understand the question, preparing your answer, and crafting a clear and compelling response, you can deliver a confident and inspiring answer that will set you apart and help you to achieve your goal of becoming a school captain.

Always be yourself and let your passion and commitment to leadership shine through in your answer. Good luck!

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School Leadership Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

In today’s era of heightened expectations, school leaders are in the hot seat to ensure effective and excellent educational outcomes. The multi-levelled pedagogic school leaders highly determine the mode of teaching students in schools and the effective application of the learning process.

Not only are they curriculum leaders but they are also educational futurists, disciplinarians, instructors, assessors, analysts, field experts and society builders (Davies 2005). They are involved in the core running of the school and act as a go-between in case of any arising conflicts between the parents, students, teachers, education participants such as unions and the society itself.

This requires them to not only be sensitive when meeting student’s demands and needs but to also be critical thinkers so as to deliver valid judgments based on logic. School leadership is currently a complex concept with most leaders failing to balance their roles.

It is evident that they are heavily inclined towards school management and accountability hence disregarding the effective mode of impacting knowledge to students to ensure quality teaching and learning.

The outcome greatly reflects the quality of the school leaders’ pedagogy and their ability to give credible teaching instructions to improve learning in schools. Teachers need to have adequate knowledge of how to teach students and be able to implement and design the school curriculum.

The following paper will therefore discuss the current change in pedagogical and instructional roles that seem to create imbalance in their competing roles and how the same can be reclaimed.

School Leadership

Previous studies have attempted to define the concepts, models and practises that characterise the effect of leadership in educational outcomes. Several contemporary leadership theories have come up as a result. According to Davies and Ellison (2001), the distributional and transformational leadership theories are examples of such theories.

These two theories have been discussed by many scholars in an attempt to draw an understanding on the nature of school leadership and how it affects learning and teaching in schools. They also create a link between the leaders and the teachers themselves with an attempt of establishing the student outcomes that is derived from this relationship.

Though the study on effective leadership based on this theories have not been concluded, it is evident that school leaders have a big role to play. Student performance is therefore attributed to the influence impacted through effective leadership.

Successful school leaders give support and knowledgeable instructions to the teachers, a practise that develops their inner intellectual powers. In addition, they also implement an effective organisation model that helps them strike a balance in their competitive roles.

The studies on educational leadership draws a clear conclusion that school leaders requires to be actively involved in the institution’s learning and instructional programs. Principals need to balance the instructional and pedagogical roles together with their managerial roles to ensure exemplary student performance.

The main goal in any learning institution is assuring parents and the society in general that their children are receiving quality education. Though managerial and compliance accountability roles play a big role in running a school, student performance should be made the core business, a concept that is ignored by many school leaders.

Leadership Crisis

In order to discuss how school leaders can become instructional and pedagogical leaders rather than just mere managers, it is important to look at the challenges facing school leadership. There has been increasing demands for effective schools and the achievement by students is entirely based on the key roles played by school leaders.

Leadership challenges have played a big role in the transformation of quality teaching and learning (Duke 2010). The school leaders need to address these challenges as a step of regaining the lost glory. One of the main challenge relate to the leadership styles adopted by the leaders.

Most school leaders lead through manipulation that tends to intimidate teachers. A research conducted indicates that 80% of school management is characterised by dictatorial leadership (Duke 2010). This can be due to various reasons such as nepotism or favouritism by the leader.

Dictatorial leadership can also be applied in instances where the leader is involved in unscrupulous dealings and is afraid of being exposed by a certain teacher. In such cases, the dictatorial management style instils fear in such teachers who steer away from the leader’s affairs. This challenge begets teachers who in turn fail to perform in their role of impacting knowledge to students.

The other challenge is the limited capacity by school leaders to qualify as effective leaders. There has been an increase in unqualified selection of leaders due to the lenient selection process. The mode of screening, selection and admitting the leaders have been ill-defined and lacking in its application.

As a result, most school leaders are easily admitted based on their academic background only and not their knowledge experiences or skill disposition required to making an effective leader. In addition, there are inadequate training programs for principals. The training is important to upgrade their competence and qualification to effectively run a school.

Lack of dialogue between leaders and other participants in decision making is also a leadership crisis that has led to a decline in students’ performances. Such leaders fail to take criticism from teachers, students or even the society itself positively. This leads to such leaders applying the direct approach instead of a facilitative approach while making their decisions.

This approach is bureaucratic in nature and tends to leave out important factors that can result to a disastrous decision. The other challenge worth noting is the lack of ownership in the mission and vision statements of the school. These statements play a big role in achieving the goals set by the school’s administration.

In most schools, leaders have failed to expose the vision and mission to both teachers and students as an inspiration for them to work towards achieving the set goals and objectives. Most school teachers are up in hands to retain their position thus compromising the performance of students.

Instead of engaging both students and the teachers, they are busy pleasing the school board in a bid to secure their managerial positions and disregarding problems faced by teachers to facilitate effective learning (Grace 1995).

The quality of education has declined over the past few years. It is important to note that most of these challenges were not faced twenty ago hence they can be resolved. The challenges not only lead to the leader’s disorientation but also affect the teachers and the students as well.

Instructional And Pedagogical Leadership Versus Administrative Leadership

An oration by William Walker during a conference held by educational leaders in Australia gives a clear analysis of who qualifies as a pedagogical leader. Delivered by Viviane Robinson, the article seems to focus on educational leadership and their ability to give instructions rather than just being mere managers (Robinson 2007).

The roles in this kind of leadership are differentiated from that of a school administrator in various ways. One distinctive role is the mode of discharging their administrative duties. While the administrators apply a rather strict approach, a pedagogical leader has clear set goals that involve all the participants.

The latter is more involved in the implementation of the curriculum, monitoring process and evaluation of teachers and allocation of resources to make the program successful. They also encourage team work and transparency as opposed to their counterparts through delegation of powers to their juniors, a tactic that enhances learning growth.

Recent definition of an instructional and pedagogical leader by Pont, Nusche and Moorman (2008) has shifted to include teaching and learning. Some of the scholars have further defined this kind of leadership as ‘learning leadership’. The community in such a learning environment uphold team work as the guiding principal.

This entails constant meetings by staff members to discuss, reflect and modify the learning process together as a team. To further avoid any future conflict that may arise, the members are armed with a problem-solving model to come up with a solution.

The community creates a learning culture that leads to student’s success. Administrative leaders on the other hand are more attentive to the general running of the school as regards its finances, school projects and other factors affecting the general management of the school.

They isolate themselves from the learning and teaching process leaving it entirely to the juniors to device their own curriculum. This leads to teacher’s laxity which in turn leads to a decline in students’ performances (Anderson and Cawsey 2008).

Striking a Balance between the Administrative Role and the Pedagogical/Instructional Role

For school leaders to be classified as effective leaders, they need to get deeply involved in the learning and teaching process while at the same time managing their administrative role. While this seems to be a challenging task, it is possible through application of various workable solutions.

While teaching and learning has been termed as the core business in any learning institution, the school’s management needs to be kept running to ensure success in the said core business. Failure to effectively manage one can render the other one futile.

Several scholars have proposed some workable models that can help strike a balance between these competing roles hence reclaiming the lost pedagogical and instructional roles of school leaders. This balancing model can be analysed through five strategic dimensions that play a big role in impacting quality knowledge to students.

One of the dimensions is through promotion and active participation in teacher learning development. Crowther, Ferguson and Hann (2008) argue that a school leader needs to be actively involved in all activities pertaining to professional and developmental learning. This has proved to have great impact on the student’s performance outcome.

The school leader can be involved through formal or informal contexts. Formal context entails organising and participating in staff meetings and formal professional sessions. The informal context requires the school leader to not only initiate team building sessions that bring together all the members of the staff but to actively participate in them too.

Team building session helps the members to identify problems that hinder the learning process and to come up with solutions to these problems through rigorous discussions. Scholars have suggested that such leaders who take this initiative begin to develop a focus in the learning and teaching process. They further get to learn their staff and how they operate.

This helps the leaders to know the problems that the staff members are likely to face hence helping them with adequate support ranging from teaching resources to coming up with a valid timetable. Lastly, they learn to appreciate all the stages and time-line involved in the transformation process.

The dimension not only involves itself in the learning process but also the administration role. The leader learns to involve the members of the staff in matters that affect the general running of the school hence helping to strike a balance between the two competing roles.

The other dimension is through planning, evaluation and implementation of teaching curriculum. The school leaders need to be directly involved in the teaching process through regular attendance in classrooms. Recent study has indicated that giving a feedback to the teachers regarding their teaching tactics in class has played a key role in positive student outcomes (Mullen 2007).

Such leaders play a vital role in coordinating an effective school curriculum to be used in all the levels. They also work together with staff members to plan, evaluate and implement their teaching curriculum. The curriculum also ensures a monitoring policy that closely follows the progress of student’s performance and evaluating the results in order to enhance future teaching programs.

An effective teaching curriculum not only ensures exemplary performance but also help to create a good image of the school’s administration to the society. The image is an indication that the school head has the managerial abilities to run the school’s administration.

Another dimension requires the leaders to come up with goals and expectations. This is by establishing an effective and workable vision and mission statement and to own it. The mission and vision statement encompass the goals and expectations set by both teachers and the students. It is therefore important to actively involve them in setting up these learning goals.

Though it can be argued that this dimension plays a very minimal role in student outcome, it has significant learning impact to the students and staff by allowing them develop a specific focus.

The school leader is able to give priority to student achievement by ensuring that the goals are met and that the teaching curriculum correlates with the set school objectives. On the other hand, the goals and objectives also oversee the general running of the school by acting as the guiding principles.

Strategic resourcing is also another dimension that the leader should actively be involved in. Strategic decisions concerning allocation of resources to aid in the learning and teaching process have an indirect impact in the student performance outcomes. The resources cover the school staffing and provision of teaching materials that facilitate the learning process.

What is important is the ability of the leader to secure adequate resources that relates to the pedagogical set goals and objectives. The school leader on the other hand gains an additional skill to allocate resources required in the managerial role as well.

The last dimension is to make certain that an orderly and supportive learning environment is maintained. School leaders should ensure a safe and caring haven for both its teaching staff and the students. The intervention mode by school heads to ensure such an environment helps to create a balance between the competing roles.

Some of the interventions include setting up a standard discipline code, ensuring minimal conflicts that tends to disrupt the learning process and to protect the teaching staff from undue pressure from outside participants such as the parents or the school board.

Implications Of The Dimensions

The final question that requires to be answered is whether the dimensions play any key role in striking a balance in a leader’s competitive roles so as to ensure quality learning and teaching process. The dimensions seem to create a link between the leaders and other participants involved in the learning process. This creates an implication of team work that helps in solving problems.

It further helps to strike a balance by ensuring key evaluation in student performances that effectively embeds positive experiences. The dimensions also include all the key areas in the school environment and serves as a focal point of leadership that ensures flexibility in affecting decisions made by the participants.

In order for school leaders to strike a balance between being both administrative and instructional/pedagogical leaders, they need first to focus on effective mode of leadership rather than the bureaucratic approach.

The school head should then apply the dimensions in order to effectively get involved in the teaching and learning process on one hand and the managerial role on the other. This makes the heads partake the student’s performance as their core business hence meeting the ultimate requirement as an instructional or pedagogical leader.

Reference List

Anderson, M and Cawsey, C (2008) Learning for leadership: building a school of Professional practice . Camberwell, Australian Council for Educational Research Press.

Crowther, F., Ferguson, M and Hann, L (2008) Developing Teacher Leaders: How Teacher Leadership Enhances School Success. London, SAGE Publications.

Davies, B (2005) The essentials of school leadership . London, Paul Chapman Publishing and Corwin Press.

Davies, B and Ellison, L (2001) School leadership for the 21 st century. A competency and knowledge approach. New York, Routledge.

Duke, D.L (2010) The Challenges of School District Leadership. New York, Routledge.

Grace, R.G (1995) School leadership: beyond education management: an essay in policy scholarship. Bristol, The Falmer Press.

Mullen, C (2007) Curriculum leadership development: a guide for aspiring school leaders . Sydney, John Wiley & Sons Australia Ltd.

Pont, B., Nusche, D and Moorman, H (2008) Improving school leadership: Policy and practice . New Zealand, OECD Publishing.

Robinson, V (2007) William Walker Oration: School Leadership and Student Outcomes – Identifying What Works and Why. [Online] Available at: www.educationcounts.govt.nz/publications/series/2515/13723.

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What Does It Mean to Be a Good School Leader?

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A teacher of our acquaintance once remarked that “the daily-ness of teaching” overwhelmed all calm reflection. Only in stray moments or middle-of-the-night worry sessions could he ponder the big questions of whether he was helping all of his students and whether he needed to deepen his content knowledge or improve his lesson planning.

This phrase, “the daily-ness of teaching,” would probably resonate with many teachers who can’t help but be caught up in the endless work of planning lessons, grading papers, building relationships with students, communicating with parents, and the other myriad responsibilities they have.

In fact, teachers have so much to think about that even when they have opportunities to work with their colleagues, they often question whether collaboration is really worth it when they have so much to do.

To help teachers step back and think deeply about their instruction and how to improve it is a tough job, but it’s the job we need principals and other school leaders to do if schools are going to educate all students well.

That, at least, is what we concluded after conducting a study of 33 principals who led 24 successful schools. The study included schools of all levels, with 65 percent being elementary, in every part of the country, with a range in student population from 200 to nearly 2,000. These schools are not expected to do particularly well; on average, about three-quarters of the enrollment are students of color or students who live in poverty. But if you look at their state-test data, some look surprisingly similar to any middle-class school in their states; others are among their states’ top performers. Their success demands our attention.

Our study of them makes it clear that these schools didn’t achieve success by accident, or by endless test prep, either. They succeeded because they had leaders who understood good teaching, made it their priority, and honed it with their staffs.

We found commonalities among these school leaders:

• Successful principals help teachers improve their individual practice, whether they are new or veteran. New teachers, for example, lack experience in how to set up their classrooms to support routines and manage discipline, design a lesson, or build relationships with students and colleagues. As teachers master those tasks, they must learn to design lessons that engage all students and analyze data to see which students need additional help or enrichment. These principals gauge what their teachers need and arrange for the appropriate support. They assign mentor teachers; they send in instructional coaches or more-accomplished teachers to teach model lessons; they or their delegates observe instruction frequently and offer suggestions; and they meet with teachers regularly to look at student data, discuss relevant research, and explore options for their classrooms.

“Before [new teachers] ever begin here, we explain [that] this is an ongoing learning experience and it should never stop,” said John Capozzi, the principal of Elmont Memorial High School, in Elmont, N.Y., one of the schools we studied.

[These schools] succeeded because they had leaders who understood good teaching, made it their priority, and honed it with their staffs."

• Successful principals work with groups of teachers to find patterns of instruction within grade levels and departments. If state math scores indicate that many of the 3rd graders didn’t understand measurement or some of the 9th graders didn’t understand fractions, were some teachers’ students more successful than others? If so, what did those teachers do differently that they can share with their colleagues? If not, perhaps those grade levels need to reassess their approach. Perhaps the teachers could benefit from a math workshop or conference. Which teacher would be the best designee to attend such an event and relay the most promising materials and techniques back to his or her colleagues?

• Successful principals identify schoolwide needs and plan professional learning to develop collective expertise. For example, students who live in poverty often arrive at school with weak vocabularies and limited background knowledge. The principals we studied work with teachers to tackle that problem in a coherent way across grades and subjects because they understand that students will learn more when the school consistently intervenes.

What we have described is a sophisticated approach to school leadership that requires principals and other school leaders—assistant principals, department chairs, instructional coaches, teacher leaders, and others—to have a deep knowledge of and respect for instruction and for the professional role of teachers. But it requires something more as well: It requires a deep belief that all children can learn and a determination to figure out how to help them do so.

This sounds simple, but it means that educators must see that student failure requires a change in their practice. It takes leadership to help teachers take on the burden of student failure, look it squarely in the eye, and ask, “What can we do differently?” rather than declare, “These students are helpless” or think quietly to themselves, “I am a bad teacher.” For teachers to be able to do this, they need clear expectations from their principal and the opportunity to develop a professional practice through collaboration with colleagues.

Good principals understand that no individual teacher can possibly have all the necessary content knowledge, pedagogical skill, and familiarity with his or her students to be successful 100 percent of the time with all of those students. Good principals know that it is only by pooling the knowledge and skills of their teachers, encouraging collaboration, and focusing on continual improvement that students and their teachers will have the opportunity to be successful.

For that reason, successful principals take very concrete steps to support teachers:

• They build schoolwide master schedules carefully to make sure that instructional time is not interrupted and that teachers have time to work and plan together during the school day.

• They ensure that such collaboration time is spent in ways that will have the biggest instructional payoff: studying standards, mapping instruction, building assessments, studying data, and learning new content and skills. As Deb Gustafson, the principal of Ware Elementary School in Fort Riley, Kan., says: “Time is our most precious commodity, and we must use it effectively and wisely. ... [M]eetings and requirements must be well organized, focused, agenda-driven, and contain specific expectations.”

• They establish schoolwide routines and discipline processes so that time is not squandered on behavioral problems or such popular time-wasters as fumbling with materials, classwide bathroom breaks, or so-called “movie Fridays.”

• They model what they want to see. As Ricci Hall, the principal of University Park Campus School in Worcester, Mass., put it, “Being a school leader is about helping to create powerful learning experiences for your staff and faculty and creating the circumstances where teachers can do the same for their kids.”

• They monitor the work of everyone in the school to ensure that no teacher or staff member shirks responsibility while others are working their hearts out.

• Above all, they help teachers step back from the “daily-ness of teaching” by providing the evaluative eye that allows teachers to think deeply about whether they are getting the most effect for their efforts.

This kind of leadership is a long way from the traditional model of the principal as a building manager, and few principals have been trained this way. But if we want schools that prepare all children for productive citizenship, this is the leadership we need.

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Feb 15, 2023

Essays on Leadership for Students | 200 - 500 Word Essays

Are you writing an essay about leadership? Check out these examples!

Leadership is often defined as "the action of inspiring others to act in concert to achieve a particular goal." It signifies the harmony in actions that lead to a common objective. A genuine leader not only exudes confidence but also paves the way for their followers towards triumph. Over the years, various leadership styles have been identified and discussed by psychologists.

 Qualities such as intelligence, adaptability, extroversion, innate self-awareness, and social competence often emerge as the hallmarks of impactful leaders. There's a consensus that these traits mold an individual into an effective leader. Interestingly, some theories suggest that extraordinary situations can thrust an ordinary individual into the spotlight, bestowing upon them the mantle of leadership. It's also believed that leadership isn't a static trait but an evolving journey. It underscores the belief that with dedication and the right resources, anyone can hone their leadership abilities.

 True leadership goes beyond merely advocating for a cause. It involves taking responsibility, igniting motivation in others, and differentiating oneself from just being a 'boss'. A leader's essence lies in their ability to inspire and propel people towards grand visions, whereas a manager typically focuses on oversight and operational aspects.

What Is a Leadership Essay?

A leadership essay falls under the category of student application essays and serves to provide student admissions officers with insight into your past leadership experiences. Despite appearing to be very specific, this type of essay acknowledges that the nature and perception of leadership can vary significantly depending on the individual and the context.

 If you find yourself in need of further insights or a unique angle for your leadership essay, consider exploring an expert essay-writing tool designed to assist students in crafting compelling narratives by analyzing vast data and generating fresh ideas within minutes. In this article, we'll also delve into various leadership essay examples to offer a clearer understanding of the genre and inspire your writing journey.

4 Examples of Leadership Essays

Qualities of a good leader, introduction.

Confidence is the most important attribute first of all. One of the most important qualities in a leader is confidence in one's own abilities. A lack of self-assurance is fatal to a person's leadership potential. If you want others to follow you, you need to exude self-assurance. It's imperative for a leader to have faith in his own judgment and actions. How can people want to follow him if he doesn't even know what he's doing?

Every effective leader knows that they need to be an inspiration to their followers. A leader needs to set an example for his team. In addition, he ought to inspire them whenever feasible. A leader must also maintain optimism in trying times.

What qualities a good leader must have?

Leadership is the ability to influence and guide individuals or groups toward a common goal. A leader must possess several qualities to be effective, including:

Communication skills: A leader must be able to communicate their vision and goals clearly and effectively, both verbally and in writing. This requires excellent listening skills, empathy, and the ability to adapt to different communication styles.

Emotional intelligence: A leader must be able to understand and manage their own emotions, as well as those of their team members. This includes being able to understand and respond to the emotions of others, and handling conflicts in a constructive manner.

Visionary: A leader must have a clear and inspiring vision of the future, and be able to articulate this vision in a way that motivates others to work towards it.

Strategic thinking: A leader must be able to think critically and creatively to identify and solve problems, make decisions, and develop plans and strategies to achieve their goals.

Flexibility: A leader must be able to adapt to changing circumstances and be open to new ideas and perspectives. This requires the ability to embrace change, be innovative, and continuously learn and grow.

Integrity: A leader must have strong ethics and values, and be willing to make difficult decisions that are consistent with their beliefs. This requires honesty, transparency, and accountability.

Decisiveness: A leader must be able to make tough decisions quickly, without undue hesitation or procrastination. This requires courage and the ability to take calculated risks.

Empowerment: A leader must be able to delegate responsibilities, give team members the resources they need to succeed, and foster a sense of ownership and accountability among their team.

Conclusion 

These qualities are essential for effective leadership, and when combined with hard work, determination, and a commitment to excellence, can help leaders to achieve great things.

How one can be a Great Leader?

Leadership is the act of performing the duties of a leader. In the business world, for instance, it is essential to have someone in charge of a team to ensure everything runs well. Effective leadership is essential for any group that wants to maximize its prospects of success.

Leadership Comes from Experience

As we've shown, leadership can be innate in some cases but is more often learned through practice and exposure. Sometimes the best traits of a leader must be learned over a lengthy period of time, so that one can become a notable one, proving that leadership is not always about a person's innate qualities. Leaders should continuously be on the lookout for opportunities to grow their leadership skills.

Nobody can disagree that experience is a key component of leadership. Numerous examples exist to back up this claim, such as:

Instance 1:

Our school's head boy or girl has traditionally been an older student who has been around for a while and thus has a better grasp of the ins and outs of school politics.

Instance 2:

When there is a vacancy for a team leader, it is common practice for the employee who has consistently put in the most effort and attention to the office job to receive a higher number of votes than their coworkers. 

“The best teacher for a leader is evaluated experience.” - John C. Maxwell

How one can be a Great Leader/Skills to be a Great Leader?

Effective leadership is a skill that develops through time. Developing into a leader with all the qualities that are needed takes a lot of hard work and potential. Being a prominent leader calls for a wide variety of traits. Some of these characteristics are addressed in further detail below:

One should be a Good Communicator

To be an effective leader, one must be able to convey his thoughts clearly to his/her/its subordinates.

Should have Confidence

The individual should have faith in what he says and does.

Give Credit to other Team Members too

A leader not only needs to impose his viewpoints and opinions instead he must also hear to the suggestions of other members of the team and offer them credit if their concept is appropriate.

Good Bond with the Team

A leader's ability to command respect from his team members depends on his ability to develop and maintain positive relationships with them.

Leads with Responsibility

A leader needs to be completely committed to his position. It's important that he takes on responsibility so that he can effectively deal with the various challenges he will inevitably face.

Any group or organization needs a leader above all else. Leadership development takes time and effort. One needs to have lived through a lot to be an effective leader. It's not enough to simply have years of experience in the field; one must also have the traits that make one an effective leader. You can't be a great leader unless you possess certain traits.

What makes a Good Leader?

Trying one's hand as a leader appears easy when viewed through this lens. Is that so tough? Of course not; leading is difficult, and not everyone aspires to be a leader. The vast majority of us have settled into well-established careers where we report to superiors and make a living. Still, not everyone is content to go along with the crowd. They become leaders in whatever field they pursue. A leader is an example to followers and will prioritize the needs of those around them.

Some Unique Qualities of a Leader

Many individuals resort to their leaders to vent their frustrations, therefore it's important for them to be good listeners.

A leader ought to be completely forthright; they can't play favorites or give anyone preferential treatment. One of the most essential qualities of a strong leader is the ability to make decisions with integrity.

They need to be aware of the bigger picture and understand what makes an individual stand out or become a leader. It's their expertise in addition to other distinguishing traits. Their awareness of current events and the results of recent studies is essential. In many ways, this is helpful, and it's the leader's responsibility to stay current.

Since some might not understand them, they should utilize straightforward, easily comprehended language. Leaders need to be able to communicate effectively at all times. In reality, what sets them apart is their exceptional communication skills. Adolf Hitler was such a gifted orator that his followers believed every word he said.

No matter how you're feeling or what's going on in the world, if you listen to a leader, they may make you feel energized. Since leaders are in charge of inspiring confidence in their followers, they can't afford to be wary or unsure of themselves. People tend to blindly follow their leaders.

Whether you're a leader or a doctor, you should devote yourself completely to your chosen field. Everything we do is for the benefit of others; engineers, for example, spend much of their time designing and constructing buildings for other people. So, take pride in what you do, and if you possess the aforementioned traits, you are also a leader who doesn't have to rely on others to succeed. No matter what you do, aspiring to leadership positions will always benefit others.

What is Leadership in Management and what are the weaknesses and strengths of a Leader?

Simply said, leadership is acting as a supervisor or manager of a group. Different mental pictures pop up when we hear the word "leadership" used in conversation. One might think of a political leader, team leader, corporate leader, school leader, etc. Leaders facilitate order and efficiency in the workplace. Teamwork and success are fundamental to effective leadership. Leaders utilize their managerial abilities to establish courses and guide their teams to success.

Strengths and Weaknesses of Leadership

Able to express oneself more clearly

Growth of character.

Self-awareness.

Possession of teamwork skills.

Gain assurance in yourself.

Weaknesses:

Acting favorably toward one's teammates.

Having no faith in the leader.

Thinks they're better than everyone else, but act hypocritically.

Not living up to the promised standard.

Insufficient morals.

Leadership and Management

Management and leadership are inextricably linked to one another. Leadership and management are both vital to the efficient operation of an organization; but, they accomplish very different things in the process. Leadership is a necessary skill for anyone aspiring to be an effective manager. The terms management and leadership are synonymous with one another. In this manner, we are able to draw the conclusion that a manager who demonstrates the traits of a successful leader is, in fact, a manager who is effective.

Leadership in School

Leadership is essential in nearly every group, as we've seen above. That group includes one's educational institution. Every school needs an outstanding figure to serve as its head of school. Class monitor, assembly captain, cultural leader, etc. are all examples of leadership roles that can be taken on at school, but this raises the question of what makes a person a successful school leader.

Any student hoping to be chosen as a student body leader will need to demonstrate a wide range of competencies. He or she needs to be a consistent student who pays attention in class and does well in extracurricular activities. For the simple reason that no intelligent and hardworking kid would ever be considered for leadership. Student leaders are most often selected from among those who participate fully in all activities.

Leadership in Organization

Leadership in an organization, also known as organizational leadership, is the process of establishing long-term objectives that further the company's mission and help it reach its ultimate destination. This is a classic illustration of how Bill Gates often works with his team: they agree on a strategy, and Gates implements it. To the same extent, it is the responsibility of the leader in each given organization to determine what it is that the group is trying to accomplish.

Leadership in Politics

Leadership in politics, also known as political leadership, is the process of becoming actively involved in a political party in the role of a party leader. Knowledge of political processes, their outcomes, and the political agenda is central to the idea of political leadership.

An effective leader can be developed in anyone who has the determination and drives to do so. Both the strengths and the areas for improvement should be nurtured. Whether in the classroom, the workplace, or the political arena, leadership is always necessary. Therefore, one can exercise leadership anywhere they like inside their own organization.

What are the types of Leadership?

The ability to lead is a rare trait that not everyone possesses. The ability to do so is a gift, so count your blessings if you possess it. It's recommended that you hone it even more so that you can propel your career forward and serve as an example to people around you. However, it is crucial to grasp the various leadership styles before you go ahead and polish your skills.

Types of Leadership Styles

Democratic Leadership

In this style of management, subordinates are given a voice in decision-making. Although the subordinates' efforts are highlighted, the leader is ultimately held responsible for the group's actions. Many people find this type of leadership to be effective.

Transformational Leadership

Transformational leaders motivate and inspire others to adopt new behaviors and ways of thinking in order to improve their own performance and that of their teams and organizations. A transformational leader is someone who encourages their team to strive for greater things and works to boost morale and output.

Team Leadership

A good leader fully incorporates his team into the task at hand. Members of the team are motivated to reach their goals and advance in their careers thanks to the leadership of the group.

Strategic Leadership

It requires a chief executive who doesn't restrict himself to brainstorming sessions with his superiors. He contributes on every level of the team. He is well-liked for his ability to unite the need for fresh ideas with the necessity of grounding them in reality.

Autocratic Leadership

The leader in a command and control structure is the center of attention. The chief executive has absolute power in this setting. He decides things on his own, without polling his staff. He relays this information to his staff and stresses the importance of swift action. The buck stops with him, and he alone must answer for his actions. Not much room for negotiation exists. It's no secret that this method of leading has its detractors.

Visionary Leadership

This kind of leader appreciates the abilities and requirements of his team members. He describes his ideal outcome and the teamwork that will be necessary to attain it.

Coaching Leadership

Leaders who coach their teams do so regularly in an effort to raise output. He inspires his employees to do better and works to keep them motivated. This approach to leadership has been much praised.

Facilitative Leadership

With occasional guidance, a facilitative leader ensures that the process runs smoothly for his team. As a precaution in case his team is ineffective. If the team is highly effective, the leader will take a hands-off approach.

Cross-Cultural Leadership

The leadership of this type is necessary when interacting with people from various cultural backgrounds. Because of the wide variety of cultures represented in the workforce across the United States, many managers and executives hold cross-cultural positions.

Laissez-Faire Leadership

The members of the team are given responsibility in this style of management. They are free to choose how they spend their time at work, with minimal oversight from the boss. It's not a good way to lead, according to experts.

Transactional Leadership

An interactive approach is integral to this kind of leadership. When team members successfully implement their leader's ideas and choices, they are rewarded with immediate, material benefits.

Charismatic Leadership

In order to bring out the best in his followers, this kind of leader makes the effort to change their attitudes, values, and actions.

This article should dispel the notion that leadership qualities can't be further subdivided. It should also assist you in pinpointing your own personal brand of leadership so you can perfect it over time.

Final Words

In conclusion, leadership is a complex and multifaceted concept that involves various qualities and skills. Effective leaders possess traits such as integrity, vision, empathy, decisiveness, and the ability to inspire and motivate others. They are able to navigate challenges, make difficult decisions, and lead their team toward success. Leadership also involves continuous learning and self-improvement, as leaders must adapt to changing circumstances and remain relevant. Effective leadership can have a positive impact on both individuals and organizations, fostering growth and creating a culture of success.

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• How to Structure a Leadership Essay (Samples to Consider)

Leadership is a complex concept, but it’s essential for boosting your career. That’s why a leadership essay focuses on applying the theoretical models and concepts of successful management to real-life situations. 

If you don’t know where to start writing such a paper, please read on for professional tips!

What Is Leadership Essay?

A leadership essay is a paper that analyzes leadership concepts and their application to real-life situations that may involve everyday business management, crisis situations, and other scenarios. 

Every essay on leadership is about defining a concept. Then, it’s either comparing it to similar management tools or proving that it’s useful (or not).

While some students enjoy writing such papers, other learners hate them. The below samples will come in handy, no matter which group is yours.

What Does Leadership Mean to You? (Essay Sample)

It is one of the most popular topics for a leadership essay. If you need to write a paper like that, ask yourself:

• Who is a good leader?  
• What style do they use?  
• What are the situations when they might switch styles?

You may take a more personal approach to such an essay if your professor allows you to. In the example below, you will see the academic approach to this topic. It analyzes three leadership styles to discover which one corresponds to the meaning of leadership if one thinks of it as guidance and support.

Why I Want to Participate in a Leadership Program (Essay Sample)

It’s another example of a popular topic. Such papers often have a meaning beyond the classroom since they may decide whether you plan to participate in a specific program. It’s critical to make them as effective and compelling as possible.

A personalized approach is the best when it comes to essays like this. In the example below, you will see the paper that relies on individual beliefs and a personal life story to explain why it’s so important for the specific student to participate in the chosen program.

How to Write a Leadership Essay

Like every other essay, this paper has an introduction, several body paragraphs, and a conclusion summarizing your thoughts. (1) The most important part of the introduction is the final sentence,  aka  a thesis statement. That’s where you state your claim to prove or develop in your leadership essay.

Each body paragraph should correspond to the purpose of your essay. To ensure you don’t stray from the aim you’ve established in the thesis statement, write the topic sentences for all your paragraphs in the outline . In simple words, write the first sentence of every paragraph to define its development in advance and see if you cover everything you need.

And now, to the conclusion:

Its most essential element is thesis restatement or the first sentence of that paragraph. It’s not just paraphrasing your thesis; it’s also considering the new information you’ve discovered while writing the essay.

Structure :

• Introduction (End it with a thesis statement.)
• Body paragraphs (Each one starts with a topic sentence.)
• Conclusion (Start it with a thesis restatement.)

Understand the purpose of a leadership essay

When starting to write, think about why you’re creating this paper. Before you sit down and type the words, think about the ideas you want to convey and their meaning in your life:

Can this essay teach you to take responsibility? Or maybe will it help you understand how to be a leader in crisis situations? When you’ve answered the “why” question, begin outlining.

Build a strong thesis

Always start with your thesis statement. It will help incorporate your answer to that notorious “why” question into your essay. Once done, you can plan out the rest of the paper and start working on the body paragraphs as soon as you finish the introduction.

There’s another important tip —don’t rush into writing the conclusion before you finish everything else!

It might seem like a good idea to create a thesis statement and thesis restatement right off the bat. However, you’ll find yourself with more refreshing ideas after completing all the research and thinking necessary for the introduction and each body paragraph.

Decide on a structure; format accordingly

Even if your essay about leadership seems not so formal, and you can use personal pronouns, you still need a clear structure.

The best way to write any academic paper is to keep your introduction and conclusion as short as possible. (But no shorter than three sentences and four lines of text). 

Another important tip is to try making all your body paragraphs equal in length. That way, you’ll give the same attention to all the vital points of your essay.

Ready to Write Your Essay on Leadership Now?

Hopefully, this article has helped you understand the most critical elements of a leadership essay. 

Remember the structure, grammar, and appropriate academic style to create a top-level paper. Please don’t forget to answer the “why” question and remember  why  you’re writing. Then you’ll impress everyone with your results!

References:

• https://lsa.umich.edu/onsf/news-events/all-news/directors-blog/writing-leadership-essays.html
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Interview questions answered: Why do you want to be a Principal?

Leading a school, or any other educational institution, is a serious endeavor. One needs to know what they are doing, unless they surround themselves with an experienced team of assistants and administrators to help them out. You can become an excellent school principal, without ever working as an assistant principal, or holding any other leadership role at school. Yet to succeed, reach your goals, and earn a great salary, you’ll have to navigate a tricky selection process , often consisting of several interview rounds . One of the questions you will always face–and sometimes more than once (job application, essay, interviews), is the “why” question. Why you want to work as a Principal?

I’ve done the job before, and I’ve been a part of the hiring committee many times . I can assure you that someone always asked the “why question”. And while it is neither the most difficult question you will face, nor the most important one, your answer matters. Remaining silent or blabbering will immediately disqualify you from the selection process, and you won’t even get a chance to prove your skills and readiness for the job while dealing with other challenges of your interview.

Anyway, let us have a look at an interesting list of 7 sample answers to this question. With a help of my colleague I tried to come up with some variety of answers on my list. Answers for first time applicants, experienced, conventional but also out of the box answers. I hope reading them you will get some food for thought, and at the end of the process you’ll emerge with your own perfect answer to the “why question”. Enjoy your reading!

7 sample answers to “Why do you want to be a School Principal?” interview question

• I want to be a principal because I believe I can take this school to the next level . I’ve been teaching here for years already. Knowing the teachers, students, parents, and other stakeholders, I know exactly the challenges this school faces , and have a plan how to tackle each one of them (we can elaborate on this later in the interviews). What’s more, my desire to make things better is strong , since I also live in this community. Making the life at school better for everyone is probably the most I can achieve while doing a service to local community, and it is my dream to do so.
• I just believe to have what it takes to become a great leader of this school . Judging by my previous experience and successes I achieved as a teacher and vice principal, I feel I have the qualities and skills to lead the team here , to represent the school in the eyes of public, and to simply do a great job as a principal. In my opinion , we should strive for excellence in life . I’ve done my duty as a student, teacher, vice principal. And I did well I believe. Now it is time to make another step and benefit from my entire experience in the highest role one can have at school.
• Considering my experience and things I achieved as an assistant principal, both on management and organizational level, and in daily contact with my colleagues and students, I feel that I can really help to transform this school to a better place , and address the problems it faces right now. When I saw the job opening I considered it for a long time, imagined my job, and the responsibility it carries. The more I thought about it, the more I felt a desire to apply. The responsibility and the options this position offers are very motivating .
• I’ve been working on leadership positions in the school district for years. And while I believe I did a good job, and helped the entire district with a difficult transformation through the pandemics, the true is that I missed daily contact with students and teachers . While I was in a way “directing the play”, I missed “being on the stage”, if you understand what I mean. Hence I decided to submit my application for this principal role. For many people it may seem illogical, since I earn better as a deputy superintendent, but salary is not everything. In my opinion, it is important to see the meaningful purpose in your work and enjoy your everyday life, and I believe I will do that as a principal.
• It is a goal I’ve been following since high school . I chose my education accordingly, studying education leadership and later getting my PhD in Education . It’s been a long time at school, and though I know learning never ends in life, I finally hope to put all my knowledge and education to the text. And I cannot see a better place to start than an elementary school , since I think a principal at elementary does not face as many challenges as principals do face at secondary or high school. That’s why I applied for the job with you, and I hope to convince you of my readiness to do this role, and to become a great principal at your school.
• Better questions would be why not? Let’s be honest: Who would not want to work as a principal at this school? You’ve done an amazing job up to this point here. The place runs like a well-oiled machine, and if the current principal wasn’t going to retire this year, she would not doubt continue doing a great job. But the time has come for a change, and someone else will get this prestigious job. I feel that I have the qualification and commitment , and what the job has to offer in terms of remuneration, prestige, but also professional challenges, is just a dream come true for every motivated professional in education administration. That’s why I see no reason why I would not apply for this job.
• First of all I have the passion for this role. Working in education in general is highly motivating for me, and you can be sure I do not struggle to get up from bed in the morning . On the contrary, I am looking forward to my days, trying to make a positive difference in the life of all stakeholders in this school district. Secondly, because I have the experience . I’ve never worked as a principal before, but leading this and that department at school, and being involved in the solution of many challenges , I feel to be ready to spearhead the entire school. Thirdly, because I have a plan for this place , how to make it better. Before the interviews I thought about it a lot, and came up with 5 key strengths and 5 areas of improvement for this school. I know what I want to achieve here, and believe it is possible, with such a great team as you already have onboard. And last but not least, because it has always been my career aspiration to become a principal , and I feel it the time has arrived to make it happen…

Final thoughts and answers to other tough interview questions for principals

Selection process for principal role is always complex , and the “why question” is just one of many you will have to deal with on your way towards a coveted prize–the job of a principal . Nevertheless, it is one of the first questions you will face, and sometimes the very first one. Dealing with it smoothly helps with setting the right tune for the entire interview, and also it helps to calm down and overcome the interview nerves that even the most experienced people often struggle with…

I hope that my list of 7 sample answers gave you some good ideas , and you now know what you want to say in the interviews, or write on your essay. I suggest you to check also my article about 40 most common principal interview questions , and I wish you best of luck on the big day!

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How to Be a Good Leader at School

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Ashley Pritchard, MA . Ashley Pritchard is an Academic and School Counselor at Delaware Valley Regional High School in Frenchtown, New Jersey. Ashley has over 3 years of high school, college, and career counseling experience. She has an MA in School Counseling with a specialization in Mental Health from Caldwell University and is certified as an Independent Education Consultant through the University of California, Irvine. There are 10 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 414,886 times.

There are many ways to be a student leader: whether it’s through student government, academic teams, athletic teams, publications, the arts, or community service. If you are highly involved in school, chances are that other students look up to you.

Taking on a Leadership Position

Being a Good Role Model

• Teachers can usually tell if you are trying your best, and so can your classmates. Make an effort to work well in groups and get along with everyone.

• Respect for authority prepares you for becoming an adult and entering the work world where you will have different types of bosses. Showing respect for adults now also shows your teachers, parents, and peers that you are a mature and confident leader. [5] X Research source

• Be sure you have a planner or agenda book to help you keep track of project deadlines. Write down each day the upcoming due dates for projects and homework for every class. [6] X Research source

• Helpful behavior extends to the halls too. If you see someone drop their books, help to pick them up. If a new student doesn’t know where certain things or rooms are, offer to help show them around.

• Being a trustworthy person is a quality of a good leader. If you say you are going to do something, do it. If you say one thing to one person but different things to someone else (known as being “two-faced”), it will be found out that you are not someone who can be trusted and, people don’t usually want a leader who they cannot trust. [8] X Research source

• Don’t play favorites with your closer friends, and don’t let your personal feelings toward someone you don’t like as much get in the way of being in a group with them. Being part of a team that is trying to accomplishing a goal means that everyone must work together; it’s not just a social gathering.
• Showing fairness is something that you will notice good teachers and parents do. They try not to take sides, and make sure that the rules apply to everyone equally. Being fair and able to work with anyone also prepares you for a work environment, where you don’t usually get to choose your co-workers.

• If your group is under lots of pressure, for instance your team just lost a big game, don’t become negative. Say things like, “we’ll get it next time” and “everyone did a great job, the other team just did a little better.” This will help your teammates know you believe in them and that they should keep trying hard. [10] X Research source

• If you notice a certain student getting picked on, stand up for them. Don’t be afraid to say, “Just leave them alone,” or something like that. It will show the students doing the bullying that you don’t think their actions are cool.
• Go out of your way to include students who don’t seem to have many friends. Invite them to participate in an activity with you and some others. Say hello to them occasionally and ask how their day is. They may hesitate at first especially if they are used to kids being not nice to them, but keep trying.

Practicing Good Leadership Qualites

• If you are in a position where you need to do public speaking, practice at home in front of a mirror. Notice your mannerisms and facial expressions while speaking. Also ask if others at home can listen to you practice your speeches and offer suggestions. Speaking to groups well takes a lot of practice – don’t get discouraged if you feel nervous or mess up the first few times. Just keep at it!
• Being a good communicator also means listening well. Take time to learn what people want and care about in your group. Be sure that everyone’s voice gets to be heard, and that you consider all opinions in the group when making decisions. [11] X Research source

• For instance, a team captain may give certain clean-up or uniform duties to teammates, or a newspaper editor gives out different article assignments for the staff to write. It’s important to rotate jobs around so that everyone gets equal responsibilities.
• Delegating responsibilities will be up to you and the rest of the group to decide. Make sure everyone feels confident about the job they’ve been given. If a person lacks confidence about a job, you and others in the group may need to work toward encouraging them and offering help and guidance.
• It is part of your job to encourage others to participate. If it feels like someone isn’t pulling their share of the work load, privately discuss this with them, and let them know you’re hoping you can count on them to contribute a little more. [12] X Research source

• It’s your job to create access to information and to supplies that you need for various projects and activities. You are essentially the liaison between the group and the adult who oversees the entire group. Not sure where to get certain props for the musical? Discuss it with the teacher director. Suspect that your team would benefit from one extra practice per week? Bring it up to the coach. [13] X Research source

• This step goes back to being a good listener. A leader sometimes needs to step back and just listen – to the complaints or the satisfactions of the group. What is working well? What needs to be changed? Just by listening you can learn a lot that can be brought up at future decision-making meetings.
• There may be uncomfortable or unexpected moments during your role as a leader. Someone may quit the group, want to make dramatic changes, or challenge your actions as the leader. How do you handle these moments? If you’re able to adapt and do your best to work it out, then you have part of what it takes to be a great leader! [14] X Research source

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• ↑ Ashley Pritchard, MA. Academic & School Counselor. Expert Interview. 4 November 2019.
• ↑ http://www.studypoint.com/ed/high-school-student-leadership/
• ↑ https://philanthropynewsdigest.org/features/the-sustainable-nonprofit/what-influences-young-americans-to-support-social-causes
• ↑ https://plato.stanford.edu/entries/respect/
• ↑ https://minutes.co/be-on-time/
• ↑ https://99u.adobe.com/articles/32883/the-most-important-skill-for-great-leaders-trustworthiness
• ↑ https://psychcentral.com/lib/become-a-better-listener-active-listening
• ↑ https://www.managementcentre.co.uk/blog/motivating-others-how-to-be-an-encouraging-leader/
• ↑ https://communityleader.com/proactive-leadership/
• ↑ https://gateleyplc.com/insight/quick-reads/why-adaptability-is-a-critical-capability-for-future-leadership/

About This Article

If you want to be a good leader at school, try making a change in your classroom or club. Remember that leaders don’t wait to be told what to do, so if you see room for improvement, work on fixing it. Make sure to communicate with your peers by sharing your ideas, and take time to listen to theirs. If you're not already involved, joining student council, sports teams, or clubs is a good step in improving your leadership. To learn how to be a good leader by being a good role model, read on! Did this summary help you? Yes No

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The Importance of School Leadership to Teacher and Student Success

Posted on Monday, November 16th, 2020 by Irene Chen

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Like many principals,  Principal  Aisley  Adams  in Aldine ISD, TX scrambled to support  her  teachers and students once emergency remote learning started last spring.  To help her, she turned to the leadership toolkit created by  Inst ruction Partners .   “ [It]   really helped us gain clarity and focus around: ‘Okay, we’re in a virtual school, how do we maximize people and how do we get kids engaged in a virtual setting?’  …  it’s a complete paradigm shift.”  

That paradigm shift is one many  educators  are still struggling with  now th at the 2020-21 school year  has kicked off ;  with  much of the nation a few months into the school year and  facing a patchwork of in-person, hybrid ,  and online learning , the challenges related to teaching students during a pandemic are still very much unresolved.      

When a school has high-quality working conditions like fair expectations and clear communication, teachers do better, even during challenging times.

Educators have  shared  an increased range of  difficulties  related to remote learning :  teachers report up to an additional 8 hours per week of prep for online instruction,  while  teachers in high-poverty schools  report  experiencing an even larger drop in their sense of success due to  challenging working conditions .  Additional  demands and  new  health concerns are accelerating early retirement and decreasing entry into the profession:  one-third  of teachers said the COVID-19 pandemic has made them more likely to  retire early or leave the profession .    

T hese numbers are sobering,  especially considering a pandemic that will likely continue to make the current school year a challenge.  T he good news is that  schools do have the power to help:  when  a school has high- quality  working conditions   like  fair expectations and clear communication , teachers  do better, even during challenging times.  And what makes these working conditions possible is strong school leadership.   

Strong school leadership  is   second only to classroom instruction in school-related factors that impact student learning.  This  should not be surprising:  s chool leaders create the structures that  impact  teachers’ working  conditions   and ability to successfully teach students.  That is why  we  believe that supporting school leadership  is a key, and often overlooked, strategy that can  have outsize impact on  help ing  teachers meet students’ needs during this time — and in the  future .  

Coaching and authentic learning strengthens leaders

Just like teachers, school leaders need support and professional development opportunities. The format of that professional development can differ , but we’ve found that access to  coaching and authentic learning experiences   is  key to developing strong school leaders. 

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For example, the Center for Leadership and Educational Equity (CLEE) , a Rhode Island-based  professional learning provider,   addresses the need for stronger principal preparation  through their  Principal Residency Network (PRN), a  residency principal certification progra m that  incorporates  a  core set of leadership practices to increase equity for specific groups of underserved students. Schools led by PRN graduates have been found to have  statistically significant higher ELA results  and greater degrees of closing gaps in equity than non-PRN graduates.  

Hands-on training with  regular, on-site (or virtual) coaching delivered by highly successful former school leaders  is also core to New Leaders’ model , which focuses on preparing p rincipals  to support students  of color and  those  growing up in low-inco me households.  In a multiyear study , the RAND Corporation found that principals who completed  New  Leaders’  Emerging Leaders and Aspiring Principals programs dramatically improved learning experiences for students : i n schools led by New Leaders principals, students perform better in math and reading and have higher attendance rates than their peers attending other local schools.  Emerging Leaders and Aspiring Principals programs dramatically improved learning experiences for students : i n schools led by New Leaders principals, students perform better in math and reading and have higher attendance rates than their peers attending other local schools.   

Strong  l eaders  know when to  seek  help  

Even the most trained principals needed help navigating the unprecedented school shutdowns an d distance and hybrid learning challenges that followed.  We found that leaders who looked for he l p and were willing to collaborate with others were most successful in helping their schools adjust and succeed.

Knowing what to do is not enough. The best school leaders can use that data and information to coach and empower their teaching staff to improve their own pedagogy and student learning.

O ver the past several months,  Instruction Partners   has  work ed  side by side with school and system leaders in smaller, more rural communities  who were looking for help in identifying next steps after the shutdowns. Not only was the organization able to help schools reopen, but their work helped  catalyze instructional improvement and accelerate student learning. Based on classroom observations and state test scores, 175 of the schools that worked with Instruction Partners   last  year  improved instruction and outpaced the average student growth rates in their state.   

Now, Instruction Partners seeks to identify and support school systems that will serve as local and national leaders in developing and testing effective COVID-19 reentry and recovery models. Working  shoulder to shoulder (or screen to screen)   with school and system leaders  in what they’re calling  f ront r unner partners  over the next two years,   they will pinpoint and help students recover critical lost learning while building  teacher  capacity in the new instructional, cultural, and operational capabilities  necessitated  by the pandemic. They also plan to share learnings broadly so that other systems can leverage the solutions to accelerate recovery for  their  students.  

Leaders  use data to  empower teachers  

Knowing  what  to do is not enough. The best school leaders  can  use that data and information to  coach and  empower their teaching staff to improve their own  pedagogy  and student learning.    

For instance, to improve teachers’ ELA and math skills,  Leading Educators partners with school leaders to first review existing instructional knowledge and school conditions data like leadership and curriculum alignment and then create professional learning opportunities designed to fill holes based on any instructional misalignment. Teacher leaders in each school can then go through optimized professional learning explicitly focused on improvement areas identified by the data. They then coach other teachers in their school by leading high-quality, content-specific learning cycles that deepen expertise on high-quality instruction while maintaining high expectations for all students. This approach is particularly important for students of color and economically disadvantaged students. It ensures that they have consistent access to excellent teaching and equitable opportunities to achieve grade-level standards.

Similarly,  CLEE   centers  its work   with teacher, school, and student leaders   around evidence-based leader practices that are grounded in data-driven cycles of continuous improvement. At the start of each partnership, CLEE  does a deep dive into student learning data  alongside school leaders. Together, they  identify  patterns of inequities  in outcomes  and  create  strategies  that are shown to  yield  more  equitable outcomes .    

Focus on the people    

At the core of many of these organizations is a deep commitment to help school leaders understand the needs of their students, especially those who are most likely to fall behind. Once a principal or school leader takes  a student -centered approach to leading,  the  overall  conditions of that school  are much more likely to  become student-centered ,  which  greatly improv es  students’ chance of  academic and socioemotional success.

One evidence-based approach leaders can take to  create a more supportive learning environment and drive more equitable outcomes for students is  hiring a  more diverse educator workforce. Research has shown that school leadership matters when retaining a diverse workforce  and that   students do better when taught by teachers who look like them . Many of these organizations aim to improve teacher and leader diversity  for that reason. F or example,  New Leaders alumni principals are substantially more diverse than principals nationwide—64% of New Leaders’ alumni identify as people of color versus 20% nationally .

Coaching support, access to data, and innovation  aside ,   t hese past months  have been anything  but easy for teachers , many of whom have had to learn a whole new way of teaching while coping with the personal, emotional, and professional side effects of COVID-19. To acknowledge these challenges, Leading Educators, which guides system and school leaders on equitable teaching practices in the classroom, has refined a learning framework for the whole child and educator, acknowledging the significant social-emotional needs educators and students will have in the coming years.  

While much more needs to be done to  support teachers and  help  them  succ essfully educate students during this time,  supporting leaders who  enabl e   high-quality  working conditions  and environments  is key first step. It’s also a  tangible and immediate way that funders can  make a difference in schools .   

Principal Adams  stated it best : “Prioritize your people. Without them, none of  this matters . It’s all for nothing if we’re not valuing them, their space, and their time.”

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5 reasons why you should run for a student leadership position.

Now is the time to begin thinking about your future: Where do you want to go? Who do you want to become? Running for a student leadership position is a great way to boost your resume and learn valuable life lessons.

• You’ll develop leadership skills. As a student leader you are going to develop innumerable leadership skills including conflict resolution, cultural intelligence and professional advancement. These leadership skills will come from having real-world leadership experience with a small nonprofit and as a representative of the 180,000 community and technical college students in Minnesota.  
• You’ll experience working on a team. In any student leadership position you will not be working alone. You will be working with either your fellow cabinet members or your fellow Governing Council or Platform Committee members. As with working on any team, there will be challenges in communication and work style. This is the perfect time to find how you work with others and where your areas for improvement might be. Plus you can learn more about the strengths you already bring to the table.  Teamwork does not have to be challenging; it just takes practice. Being a student leader is the perfect time to find how you work on a team.  
• You’ll gain valuable soft skills. As a student leader, you will learn valuable soft skills while gaining real-world leadership experience. Meetings will teach you communication and expectation setting; projects will teach you time management and responsibility; presentations will teach you public speaking and organization. These are only a few of the many soft skills that are required to be successful in any profession that you will gain through a student leadership position.  
• You’ll network. Not only will you have the chance to meet hundreds of student leaders from across Minnesota, you will also have the chance to network with the Minnesota State system office, legislators and their staff, and other student advocacy groups. Make the most out of your chance to be a student leader and network with as many people as you can!  
• You’ll learn about yourself. While in a student leadership position you will interact with many different types of people and situations. You will learn how you deal with conflict and situations that you are not used to. As a student leader, you will also learn more about your dreams and goals. Where do you want to go in life, and how do you plan on getting there? Being a student leader is a great way to learn about yourself because you will find who you can become and all the opportunities that are available to you.  
• And as a bonus: You’ll have fun! Last but certainly not least you will have fun! This is a year you will be able to make bonds and friendships that will last the rest of your life.

So what are you waiting for?  Apply for a student leadership position today!

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• Secondly, a good leader always listens to others and they never judge about who that person is and what they do. Leaders don’t just bark orders or boss people around. They listen to their team, their customers, their peers, and their competitors because they know it is the best way to understand a situation so they can make the best decision possible.

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Leadership Essay for Students and Children

500+ words essay on leadership.

First of all, Leadership refers to the quality of leading people. Probably, it is one of the most important aspects of life. Above all, Leadership has led to the progress of human civilization . Without good Leadership, no organization or group can succeed. Furthermore, not everyone has this quality. This is because effective Leadership requires certain important characteristics.

Qualities of a Good Leader

First of all, confidence is the most quality. A leader must have strong self-confidence. A person lacking in confidence can never be a good leader. A person must be confident enough to ensure others follow him. The leader must have confidence in his decisions and actions. If he is unsure, then how can people have the desire to follow him.

A good leader must certainly inspire others. A leader must be a role model for his followers. Furthermore, he must motivate them whenever possible. Also, in difficult situations, a leader must not lose hope. How can a leader inspire people if he himself is hopeless?

Honesty is another notable quality of a leader. Honesty and Integrity are important to earn the love of followers. Above all, honesty is essential to win the trust of the people. Probably, every Leadership which loses trust is bound to fail. People will not work with full effort due to an immoral leader.

Good communication is a must for a good leader. This is because poor communication means the wrong message to followers. Furthermore, good communication will increase the rate of work. Also, the chances of mistakes by followers will reduce.

Another important quality is decision making. Above all, if a leader makes poor decisions then other qualities will not matter. Furthermore, good decision making ensures the success of the entire group. If the leader makes poor decisions, then the efforts of followers won’t matter.

A good leader must be an excellent innovator. He must display a creative attitude in his work. Most noteworthy, innovation is a guarantee of survival of a group or innovation. Without creative thinking, progress is not possible.

Get the huge list of more than 500 Essay Topics and Ideas

Real-Life Examples of Good Leadership

Mahatma Gandhi was an excellent example of a good leader. He was a staunch believer in non-violence. With his brilliant Leadership skills, he made the British leave India. Probably, this was the most unique independence struggle. This is because Gandhi got freedom without any violence.

Abraham Lincoln was another notable leader. Most noteworthy, he ended the slavery system in the United States. Consequently, he made many enemies. However, he was a man of massive self-confidence. His struggle against slavery certainly became an inspiration.

Sir Winston Churchill was a great patriotic Englishman. Most noteworthy, he led Britain in the 2nd World War. Furthermore, he was extremely inspirational. He inspired Britain to fight against Nazi Germany. His great communication motivated the entire country at a time of hopelessness.

To conclude, Leadership is required in probably every sphere of life. Good leadership is the door to success. In contrast, bad leadership is a guarantee of failure. Consequently, good leaders are what make the world go round.

FAQs on Leadership

Q.1 Which is the most important quality for being a good leader? A.1 The most important quality for being a good leader is self-confidence.

Q.2 Why Sir Winston Churchill is a good leader? A.2 Sir Winston Churchill is a good leader because he inspired Britain to fight in 2nd World War. Furthermore, his excellent communication also raised the motivation of his people.

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Student Essay: The Power of Stories to Inspire Strong Leaders

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Maya S. is a Muslim, Egyptian and student athlete who has lived in Saudi Arabia for most of her life. She is 16 and a junior at the American International School of Riyadh, where she is enrolled in the International Baccalaureate program.

In this Student Essay of the Week, Maya talks about how building a platform for others to share their stories has helped her understand why welcoming diversity of thought and experience will make her a stronger, more empathetic leader.

Three steps forward and two steps back. That was my reality during the privilege walk.

In October 2018, I was selected along with 50 other high school students to attend a leadership trip to a farm outside Riyadh, Saudi Arabia. We believed that we were all going to learn about how to become leaders with strong voices. However, the trip took a completely unexpected and inspiring turn. Instead, we left knowing how to listen first and speak second.

At the farm, we participated in an activity called a privilege walk , where we were asked to step forward or backward in response to certain questions. From the responses, it became obvious that all of us were struggling with something that those around us knew nothing about.

I learned that the girl beside me once wondered where her next meal would come from. The girl beside her was afraid to leave the house at night because she had been assaulted. The boy to my left had been held at gunpoint. And the boy beside him had a mental disorder. This realization hit me hard. I was able to understand that although it’s impossible for us all to experience the same things, it is possible for us to try and listen to each other and understand each other’s differences. I began to appreciate the meaning of finding beauty in diversity. During that trip I learned that true leaders listen to the voices of others, and as a result they are able to enrich their own points of view.

“Living with anxiety is like feeling alive through the motions of life, but never freely living. It’s being aware of my surroundings, but lost in another world inside my head.”

During the summer of that year, someone I loved dearly was faced with medical issues, and my family began dealing with a lot of uncertainty. Even when it was all over, I felt lost and changed. I couldn’t explain it, but I wished that someone understood. I then began thinking of the people standing around me that day in Riyadh during the privilege walk, and everyone around the world like us. Did we all feel the same desire to be understood? How could we all feel seen and valued, regardless of our stories? I wanted to hear more about the stories of all those kids I met that day in line. I wanted to understand how we all ended up there, despite our different paths. I wanted to create something that would allow them to express their stories.

That summer, I started Voice of Change , a weblog that allows other teenagers to contribute writing that reflects the experiences that have shaped them. The first story I received was “Purpose,” from a girl struggling with depression. She wrote, “Purpose: a reason, a given, motivation , a point. We all live life because we have a purpose. We realize that there is a point, we have motivation and a reason to live. We look forward to things and create opportunities for ourselves. We see a future. Imagine living life feeling as though you have no purpose… That means no reason, no motivation, simply no point… the best way to describe this feeling is as if [you’re] dead. This feeling is depression.”

After I posted the article, which talked about how depression impacted the author’s life, I received comments, emails and texts from others saying that the article communicated what they needed to hear and couldn’t put into words. This initial response fueled the rest of my work. I began receiving other stories about challenging experiences, ranging from sexual assault and racial discrimination, to losing a loved one and struggling with body image. Here are a few powerful quotes from these articles:

“I’m not sure who or what I’m living for, but I’d never want to risk my family members feeling as I do right now. It’s okay that I’m suffering right now, because I have faith that it will pass, eventually it will.” – “Live On”

“I am not ignorant because I’m Arab. I’m not a terrorist because I’m Muslim. I am not a thug because I’m black. I am not who I am because of what you see on the news. I am who I am because of what I’ve been through, and what I have become.” – “Assume”

“Living with anxiety is like feeling alive through the motions of life, but never freely living. It’s being aware of my surroundings but lost in another world inside my head.” – “I Choose Life”

I see my Voice of Change journey as having so much to do with becoming a better leader. It has helped me to see clearly the type of leader I hope to become. I have developed a stronger perspective by understanding the voices and stories of others. I have become more empathetic to other people’s struggles, a quality I will need when I run my own business one day. You can’t understand your customers’ wants or your employees’ needs if you don’t listen and appreciate where they’re coming from. Also, Voice of Change has shown me how much our experiences shape us and contribute to how we see the world and solve problems. Each person offers a unique voice and a different perspective – all powerful and important in their own way.

Related Links

• The Privilege Walk
• What Is Empathy? (Sesame Street)
• Knowledge@Wharton: The Emotional Intelligence Deficit
• Wharton’s McNulty Leadership Program

Conversation Starters

What is empathy and why is it such an important leadership quality? How is empathy related to storytelling? Use the Related Links with this article if you need to better understand empathy.

How have your experiences shaped you? Share your story in the Comment section of this article.

Maya writes that she has come to appreciate “how much our experiences shape us and contribute to how we see the world and solve problems.” Diversity of thought is incredibly powerful in the business world. Why does it hold such value? How does it enrich the team dynamic and important outcomes?

6 comments on “ Student Essay: The Power of Stories to Inspire Strong Leaders ”

Hi Maya, Thank you for sharing your fantastic story with us. Being able to appreciate the people around you and, in first place, yourself is one of the major keys to success and, most importantly, happiness in life, at least according to my experience. We all come from different environments and experiences, the same ones which make us who we are, in our uniqueness and diversity, as you clearly and beautifully stated in your essay. Appreciation is one of those emotions, if that’s how we want to define it, I have learned to consider and embrace later in life, but it is surely the one all the rest comes down to: appreciation for life, appreciation for love from our beloved ones… Having dealt throughout life with friends who coped with depression and anxiety, I can say I have experienced the emotional upheaval that tends to follow this kind of acknowledgements. It gives you a completely different perspective on the world, on the people that surround you and on the way you look at your very own life. On the other hand, I’ve been lucky enough to feel the wonderful sense of relief and joy which comes after helping this people, which taught me the value of the word, indeed, appreciation. In the same way I’ve been able to help my dearest friends deal with these horrible feelings and find a way out of them, I find what you have done with this very same individuals awesome: not only giving them a voice through the blog, but giving their peers the chance to find sympathy and reassurance in their words. Keep it up! And take care.

Sonder – n. The realization that each random passerby is living a life as vivid and complex as your own—populated with their own ambitions, friends, routines, worries and inherited craziness (The Dictionary of Obscure Sorrows).

I believe that sonder, a short and simple made-up word to describe a complex feeling, perfectly captures the spirit of Maya and her article. Maya realized the complexity of the lives of those around her, that every stranger on the leadership trip had their own unique story to tell, filled with their personal struggles. She reaches the conclusion that “each person offers a unique voice and a different perspective – all powerful and important in their own way.”

Sonder, and more broadly, empathy, is a crucial element of being a good leader. I had my own moment of sonder last summer when I had the opportunity to volunteer at my local Chinese senior center. I started volunteering there because I had to fill my school’s requirement for service hours but ended up gaining much more out of it than that. At first, I was wary of taking on the job because my Chinese conversational skills were acceptable at best and rudimentary at worst. However, I quickly found that the seniors were very welcoming and were just happy that someone was willing to sacrifice their time to help out. I performed tasks such as preparing and serving food as well as helped teach ESL and citizenship classes. I learned about the hard work ethic of the workers and volunteers around me while washing apples. I learned about the amiability and habits of the seniors in the lunchroom. There would always be those in the back table playing cards, the younger seniors chatting in the front, and the seasoned mahjong players upstairs. I even had the chance to hear some of their rich stories, stories of their journeys of emigrating from communist China, stories of their successful children, stories of their war experiences, and stories of their hope in America. I truly understood that these seniors, whom I would not have given a second glance on the street, lived such deep and meaningful lives, each of which would be a thrilling standalone novel.

Just like Maya learned to understand those from different backgrounds, I was able to empathize with these seniors and develop an appreciation for their experiences. We should all have empathy for each other in this world full of division and hatred. Sonder helps us have that empathy not only with those close to us but with everyone around us.

When I became the youngest Student Council President of my school, my idea of a strong leader was someone who could command and lead a group of people with total authority the way they like it. So, that’s what I tried to do during my early days as a leader. I thought I would be a strong leader by commanding the student council and demonstrating my full authority over the rest. But after the first month, like Maya, the experience of being a leader took a completely unexpected and inspiring turn. I learned, like Maya, that you have to listen first and speak second. It is by listening to others that makes you a stronger leader because it is easier to command and display your authority. But it is harder to swallow your pride and listen to others when their opinions or stories differ from yours.

Therefore, in the Student Council that I am in, I launched an initiative called “Listen Monday” with the purpose of listening to everyone’s opinions and views in the student council and utilizing them for the betterment of the school.

By understanding the voices of others it has helped me develop a better perspective. I have become more empathetic to others. Listening to others has allowed me to see the full picture that I have never seen. And because I see the bigger picture, I realized that other’s experiences can help shape how I see the world and solve problems. As Maya said, each person offers a unique voice and a different perspective, all-powerful and important in their own way.

I want to thank Maya for inspiring me.

When I became the youngest Student Council President of my school, my idea of a strong leader was someone who could command and lead a group of people with total authority the way they like it. So, that’s what I tried to do during my early days as a leader. I thought I would be a strong leader by commanding the student council and demonstrating my full authority over the rest. But after the first month, like Maya, the experience of being a leader took a completely unexpected and inspiring turn. I learned, like Maya, that you have to listen first and speak second. It is by listening to others that makes you a stronger leader because it is easier to command and display your authority. But it is harder to swallow your pride and listen to others when their opinions or stories differ from yours.

Therefore, in the Student Council that I am in, I launched an initiative called “Listen Monday” with the purpose of listening to everyone’s opinions and views in the student council and utilizing them for the betterment of the school.

By understanding the voices of others it has helped me develop a better perspective. I have become more empathetic to others. Listening to others has allowed me to see the full picture that I have never seen. And because I see the bigger picture, I realized that other’s experiences can help shape how I see the world and solve problems. As Maya said, each person offers a unique voice and a different perspective, all-powerful and important in their own way. I realized exhaustively now that a strong leader is someone that listens first and speak second.

I want to thank Maya for inspiring me to become a better leader.

Hello L Dau K!

Thank you for sharing your experience and lessons as a student council president. Listening to your implementation of listening Mondays has brought me back to a time when I was the storyteller, pouring my life out, not to a student council president, but to my mother.

Before the story begins, I must tell you about my mother. She is a very successful corporate leader of hundreds of people. Of course, when it comes to life, she’s never lost her footing when it comes to parenting. Her dogma for me was always the same as that for her employees. She required me to write a time schedule and reflect on life every day and report my academic progress to her with a PowerPoint presentation every week. Similar to your listening Mondays, but coerced. Of course, these rules also apply to her employees. I argued with her countless times, berating her for treating me, at the time, a 12-year-old, as her employee. Perhaps you have already begun to detest my mother’s parenting philosophy, or that she is just another derelict mother who neglects her children’s emotional needs to give her career 100%. But she was a mother for the first time, and I as her oldest child witnessed her growth and how she became a leader, both to her employees and to me.

Where should I begin my story with this leader? As I counted the episodes that flashed through my mind, neither the long conversation in the evening breeze nor the laughing conversation in the dark living room seemed like the most appropriate beginning of the story. Puzzled, I put down my thoughts and sat down to recall the beginning of our conversations. There’s no longer nameless fear and tension when she approaches me, dreading to hear what she has to say. Instead, I always walked up to her when I found her alone, and the dialogue always began with a sigh. I told her many stories about young love, friends, hobbies, and self-reflection, all parts of me that I was reluctant to reveal in PowerPoints. She is busy all day but never said no when I started a conversation. I could feel that she valued every part of our communication, regardless of how nonsensical it was, taking it wholeheartedly. She would sit down and listen to every word I had to say, and she would take to heart every hint of emotion I tried to convey. She did her best to understand my passions, cater to my needs, and embrace my sentiments. And that’s one of the most valuable lessons she’s taught me as a leader.

My mother’s growth as a leader came naturally to her as she listened to every ebullient story and every heart-wrenching sob. She did what many leaders, even in family relationships, fail to do: give the most attention to her children and subordinates, dwelling on their stories, bringing herself into their emotions, and living their experiences. Simply receiving a comment differentiates from understanding the root of their feedback. Through sharing stories with my mother, as my thoughts became words and leaped out of my mouth, my thoughts received a carrier. The stories I told were imparted with meaning through the process of communication. These words made me who I am and marked every footprint of mine. Not only giving her a chance to guide me but giving me a chance to recourse, bonding two unknown souls by building emotional bridges rather than giving ice-cold PowerPoint presentations. I myself am walking on those bridges, and I will be learning to build them up. Through open communication, we can build bridges high enough to see the world from a bigger view, see the tips of Mt. Everest, hear the mumbles of rhinoceros and vaquitas, and unveil a side of the world that we have never seen before.

In her essay “The Power of Stories to Inspire Strong Leaders”, Maya S. quotes “I was able to understand that although it’s impossible for us to all experience the same things, it is possible for us to try and listen to each other and understand each other’s differences. I began to appreciate the meaning of finding beauty in diversity. During that trip I learned that true leaders listen to the voices of others, and as a result they are able to enrich their own points of view.” This quote taught me that in order to be understood, one must learn to understand.

As an international student living in the states, my school days were certainly different from most of my classmates. There were a lot more plane rides, more hours of memorizing English vocabulary, and less people that paid attention to the struggles I went through. It was hard to focus on the upside of life when I knew that my comfort zone was about 6800 miles away. I felt like I was drowning in my own world, and was unsure of what I needed to do to get out of it.

As time passed, I did learn to embrace my new home. That started with a simple step: Learning about how people here lived. I added Kendrick Lamar and Olivia Rodrigo to my playlist, started to watch the NBA, and reached out for corrections when I didn’t recognize an English word. As I began to understand and appreciate what was around me, it was way easier to fit in. My struggles started to pay off as I received multiple honors and varsity MVP awards. Apart from Academics, I also became much more active in the social circle. I learned more about life here from my new friends, and also taught them some parts of life that I left behind back in Korea. After these changes, I could proudly say that I’m definitely leading my own life.

Maya’s story of the privilege walk reminded me of the change in my perspective before and after trying to understand American culture. At first I was hesitant in getting to know the new environment, but now I see the hidden value of entirely different customs, just like how Maya was able to understand the children with more depth. Furthermore, something Maya did that I greatly appreciate is that she didn’t just stop from enlightenment and took action to advocate for her beliefs. I believe that Maya’s propulsion of creating the “Voice of Change” weblog exemplifies what leaders do to promote their voice to the world. As a person aspiring to be a global leader and a businessman, I was greatly inspired by Maya’s quotes of insight and her action to spread her words.

Our world today is heavily interconnected, and the effects of collaborating across diverse backgrounds have never been more apparent. As I reflect on Maya’s quote and my own understanding, I am reminded that true leaders are distinguished by their ability to seek harmony in differences. My journey from a foreign student drowning in isolation to a confident participant in a global community underscores the transformative power of understanding others to be understood. Of course there are still customs that I cannot resonate with, like pineapple on pizza. But as I step forward into a world of connections and communications, I carry with me the invaluable lesson that true understanding is the cornerstone of meaningful process.

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Why I Want to Be a Mentor

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The power of mentoring, personal growth through mentorship, building strong relationships, the ripple effect of positive change.

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Build a Corporate Culture That Works

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their culture in such a way that the words become an organizational reality that molds employee behavior as intended.

All too often a culture is described as a set of anodyne norms, principles, or values, which do not offer decision-makers guidance on how to make difficult choices when faced with conflicting but equally defensible courses of action.

The trick to making a desired culture come alive is to debate and articulate it using dilemmas. If you identify the tough dilemmas your employees routinely face and clearly state how they should be resolved—“In this company, when we come across this dilemma, we turn left”—then your desired culture will take root and influence the behavior of the team.

To develop a culture that works, follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value statement.

Start by thinking about the dilemmas your people will face.

Idea in Brief

The problem.

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their corporate culture in such a way that the words become an organizational reality that molds employee behavior as intended.

What Usually Happens

How to fix it.

Follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value.

At the beginning of my career, I worked for the health-care-software specialist HBOC. One day, a woman from human resources came into the cafeteria with a roll of tape and began sticking posters on the walls. They proclaimed in royal blue the company’s values: “Transparency, Respect, Integrity, Honesty.” The next day we received wallet-sized plastic cards with the same words and were asked to memorize them so that we could incorporate them into our actions. The following year, when management was indicted on 17 counts of conspiracy and fraud, we learned what the company’s values really were.

• EM Erin Meyer is a professor at INSEAD, where she directs the executive education program Leading Across Borders and Cultures. She is the author of The Culture Map: Breaking Through the Invisible Boundaries of Global Business (PublicAffairs, 2014) and coauthor (with Reed Hastings) of No Rules Rules: Netflix and the Culture of Reinvention (Penguin, 2020). ErinMeyerINSEAD

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Election latest: Audience shouts 'shame' as PM endures tough end to latest TV showdown

On a special edition of the BBC's Question Time, Rishi Sunak said he was "incredibly angry" about allegations Conservative candidates placed bets on the date of the general election. Listen to this week's Electoral Dysfunction as you scroll.

Thursday 20 June 2024 23:07, UK

• General Election 2024

Election date betting scandal

• PM 'incredibly angry' over election betting claims
• Tory candidate facing probe 'considering legal action'
• 'More names' to come out | Chart shows huge surge in bets
• Catch-up: What we know so far about betting allegations
• Live reporting by Samuel Osborne

Party leaders face voter questions

• Sunak endures shouts of 'shame'
• Starmer 'worried' about rise of far right in Europe
• Lib Dem leader 'not proud' of everything coalition did
• SNP's Swinney vows to keep on pursuing independence

Election essentials

• Manifesto pledges: Alliance Party | Conservatives | Greens | Labour | Lib Dems | Plaid Cymru | Reform | SNP | Sinn Fein | Workers Party
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Campaign Heritage:  Memorable moments from elections gone by
• Follow Sky's politics podcasts:  Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo | Sky's election night plans

Thank you for following our political coverage throughout the day.

Please see our 10pm bulletin for the key points from an evening of tough questions for the leaders of the four major parties in the UK.

Join us again tomorrow from 7am for the latest updates.

It's been a busy evening in the Politics Hub.

We've had the prime minister enduring shouts of "shame" during a special edition of the BBC's Question Time, which also saw Sir Keir Starmer, John Swinney and Sir Ed Davey face audience questions.

Here are the main things you need to know this evening:

• Rishi Sunak  faced shouts of "shame" when he attacked the European Convention on Human Rights as a "foreign court";
• The prime minister said he was "incredibly angry" about allegations of betting on the date of the election ;
• Sir Keir Starmer  said he was "genuinely worried" about right-wing tendencies across Europe;
• Lib Dem leader Sir Ed Davey confessed he was "not proud" of some of the things the party did during its time in coalition with the Conservatives;
• And the SNP's John Swinney admitted he may have contributed to a politics of polarisation but said he will keep pursuing independence.
• Before all of that, the Greens co-leader Adrian Ramsay  told Sophy Ridge  he rejected comparisons with Liz Truss for proposing to borrow COVID levels of money to fund his party's manifesto;
• But back to the betting scandal engulfing the Conservative party...
• Laura Saunders, the Tory candidate  facing a probe over allegedly betting on the timing of the election, has said she "will be cooperating with the Gambling Commission" investigation but is "considering legal action";
• Ms Saunders is married to  Tony Lee  - the Conservative director of campaigns - with reports that he as well faces a probe after going on leave from CCHQ;
• The Gambling Commission has said it's considering launching an investigation into a " small number of people" ;
• Sky News understands more names are set to emerge  - this graph shows a huge surge in bets placed on the day before Mr Sunak made his announcement:
• Elsewhere, Northern Ireland's Alliance Party has published its general election manifesto , featuring reform of Stormont's devolved structures as a key objective;
• And the Scottish Greens have launched their manifesto too , outlining plans for a wealth tax on the richest people in the UK.

By Megan Harwood-Baynes , digital investigations reporter

A Conservative attack ad featuring Sadiq Khan has been pulled from the party's platforms after just one day.

The advert, which ran across the Meta sites Facebook and Instagram, said: "Sadiq Khan wants to divide us", while warning voters "don't let Sadiq Khan win again".

It encouraged voters to vote for them and not Reform. It ran for one day on 19 June.

Mr Khan ran for mayor of London back in May, clinching a historic third term by a comfortable 276,000 votes over Tory rival Susan Hall. He is not running for election again on 4 July.

Sky News reached out to the Conservatives to ask why they were running an attack ad against Mr Khan - and why it had been taken down - they did not respond with a comment.

It comes as an exclusive poll for Sky News and YouGov shows the Conservative party is on track for a near wipeout, with Labour predicted to take 425 seats - including almost all in London. Reform are projected to return five MPs.

The online advert was viewed by up to 35,000 accounts, and cost the party up to £499 to run. The largest audience for it was over 45s.

Rishi Sunak suddenly becomes animated when he's asked why he called the election for 4 July (see previous post). 

He defends his campaign against Liz Truss and claims Labour's plans would be as damaging as hers.

We're getting some raw politics now from the PM with the inevitable tax attack on Labour. Apart from his tough words on Tory betting, it's the most punchy he's been in his half hour.

He's also punchy with a young questioner who says leaving the European Convention on Human Rights would be inhumane.

But he's unconvincing when Fiona Bruce asks why he calls the European court a "foreign court" when it was set up by countries including Britain and has a British judge.

And it gets worse. The audience shouts "shame!" when he attacks the "foreign court" again. 

That sort of talk may play well with Tory activists and voters flirting with Reform UK, but it went down very badly here.

It was a bad ending for the PM at the end of his half-hour and the two-hour election programme.

The prime minster says he called the election early because he felt he had delivered economic stability to the country.

Pressed on whether he is glad he called the election when he did, Mr Sunak says "it was the right moment" and he is glad.

In an attack on his predecessor, he claims what Sir Keir Starmer is promising "is the same fantasy that Liz Truss did".

After his strong answer on the betting scandal, surprisingly Rishi Sunak struggles to answer Fiona Bruce's persistent questions on his national service proposals. 

You'd think he'd have better prepared answers on a flagship election policy.

He’s also very dismissive of an audience member who says Brexit has been a disaster for young people. 

Sounding irritated, he says those arguments were debated in 2016, and he's not going to over them again.

"I come from an NHS family," Mr Sunak then tells a questioner about NHS waiting lists. 

Really? Never knew that. (At least we didn’t get "my father was a toolmaker" from Sir Keir this time.)

Like Sir Keir, Mr Sunak is facing detailed questions about issues like the NHS. More detail! 

And surprisingly he hasn't attacked Labour on tax – yet!

He'll be pleased, though, that he was asked early on about the Tory betting scandal. He had a strong answer on that that will make headlines. 

Not sure much else from Mr Sunak will, so far.

Mr Sunak has avoided engaging with criticism of the Tory's national service policy, suggesting it would be "politicising the armed forces during an election campaign".

Asked about comments from Lord West of Spithead, a former chief of the naval staff and Labour peer who reportedly called the policy "bonkers", the prime minister says: "Well it wouldn't be appropriate to start politicising the armed forces during an election campaign."

Mr Sunak insisted the military route was optional, despite the proposed national service scheme being compulsory.

But when asked what sanctions people could face for not taking part, Mr Sunak gave "access to finance" among other examples.

Asked if this meant taking away people's bank cards, he laughs and says: "There's lot of different models around Europe."

Mr Sunak is asked why Brexit has been mostly absent from the Conservatives' campaign so far.

"We had all these debates several years ago, I'm not going to relitigate them," the prime minister says.

"Our job now is to get on and make sure we realise all the benefits of that."

He gives the example of free ports as a benefit of Brexit and says it is how "we are attracting the investment and jobs".

He adds: "The choice of this election is about the future. We're not going to go back to Brexit. This is about the future…

"And actually, outside of the EU, we're able to do things that will drive more growth, create more jobs and allow me to cut more taxes."

The first two questions to Rishi Sunak are tough.

The first was about integrity in politics after the Tories' five prime ministers since 2010, the second about the betting scandal.

On betting, he says he's "incredibly angry" and if anyone has broken the law they should face the full force of the law. 

And he adds: "I will ensure they will be booted out of the Conservative Party." 

Tough talk. Let's see if it happens.

Rishi Sunak is challenged on the fact two Conservative Party candidates and the Conservatives' director of campaigning are being investigated by the Gambling Commission over allegations of betting on the timing of the election.

An audience member asks if this is "the absolute epitome of the lack of ethics that we have had to tolerate from the Conservative party for years and years"?

The prime minister says: "I was incredibly angry to learn of these allegations. It is a really serious matter."

He continues: "I want to be crystal clear that if anyone has broken the rules, they should face the full force of the law."

Quizzed over why the candidates have not been suspended while the investigations take place, Mr Sunak says: "All I can say is, they are serious investigations. It's right they are done thoroughly, confidentially."

He says if anyone has broken the rules, he will "make sure they are booted out of the Conservative Party".

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Hawaii Congressional Leaders Deny Supporting Shutdown Of Red Hill Oversight Panel

An EPA official was captured on video characterizing the delegation's stance, but the EPA now says that never happened.

An EPA official was captured on video characterizing the delegation’s stance, but the EPA now says that never happened.

Hawaii’s congressional leaders are disputing a statement made Wednesday by an Environmental Protection Agency official who claimed the delegation supports eliminating a Red Hill community oversight group.

EPA regional enforcement chief Amy Miller made the comments in a Zoom meeting with the Red Hill Community Representation Initiative. The group, known as the CRI, was formed last year by a federal consent order between the EPA and the military after fuel from the Red Hill storage complex contaminated Pearl Harbor’s drinking water in 2021.

On Wednesday during a recorded virtual meeting , Miller told the group it would be disbanded because the military and CRI members were unable to agree on ground rules for how the meetings should be run. Asked whether Hawaii’s elected leaders in Congress supported the dissolution of the group, Miller said yes.

On Thursday, Sens. Mazie Hirono and Brian Schatz and Reps. Ed Case and Jill Tokuda released a joint statement saying that is not true.

“Any suggestion that the delegation supports disbanding the CRI is baseless and completely inaccurate,” the delegation said.

“The Red Hill fuel leak was a breach of public trust. The federal government has a long way to go to regain it — and that can only happen with strong community engagement and oversight. The EPA and Department of Defense must work directly with the community to clean up Red Hill and keep people safe.”

The statement did not address the delegation’s overall feelings on how the CRI has been run nor what should should happen with the group moving forward. Asked for further clarification on the delegation’s stance on Thursday, spokespeople in each of their offices did not respond.

Civil Beat emailed Miller for comment but received an automated out of office message. On Thursday afternoon, the EPA issued a statement denying the assertion occurred in the first place.

“In response to questions from members of the CRI, EPA staff relayed that we had briefed staff from the Congressional offices in March about the CRI, but the EPA did not state that the Hawai‘i Congressional delegation was in favor of disbanding the CRI,” the agency said.

However, the video recording speaks for itself.

Miller told the group that the military and CRI members appear unable to come to a consensus on meeting logistics, including the location, the facilitator and who should control the agenda.

Since the CRI was formed last year, the CRI has controlled those elements, but after several meetings turned acrimonious, putting military leaders in a defensive position, the military sought to assert more control over the meetings.

However, the CRI refused to give up ground, so the EPA, Navy and Defense Logistics Agency agreed to write a new federal consent order without the CRI in it, according to Miller.

After Miller shared that news, Army Maj. Mandy Feindt, a CRI member, asked Miller where the congressional delegation stood on the matter.

“I did meet with the congressional leaders, and they actually asked me a lot of questions about the Community Representation Initiative,” Miller said.

“And they seem to be in support?” Feindt asked.

“No,” Miller said.

“Of you disbanding this?” Feindt asked.

“Yes,” Miller said.

“I’m sorry, no they’re not in support, or yes they are in support?” Feindt asked.

“The conversations I had, they were not in support of the Community Representation Initiative,” Miller said.

Later in the meeting, Feindt said she was surprised by Miller’s comments and asked for clarification.

“Can you please share, is it a collective — all four of the congressional delegation — does not support the CRI? I just want to make sure I’m clear with your words, that way when we go back and talk to our congressional delegation — because that’s not the feedback that we’ve gotten, so,” she said.

“All four of them, you’re saying — ” Feindt started.

“Yes,” Miller interjected.

” — are not in support of the CRI?”

“We had a meeting with all four delegations,” Miller said, adding that the meeting occurred in the springtime.

“And their guidance was to disband the CRI?”

“Um, they did not think that, um — they thought it was out of hand,” Miller said. “They thought it needed ground rules. They thought it was disruptive. It was a pretty negative meeting. And it was very, very difficult.”

After the meeting, Feindt emailed the offices of each congressional representative asking for a meeting and later received a copy of the delegation’s joint statement.

“Someone is lying,” Feindt said. “I’m not in a position to say who.”

Whatever the case, Feindt said the dustup has distracted from the key issues that need to be discussed, including Pearl Harbor’s drinking water quality and the Navy’s ongoing efforts to close Red Hill. That was the purpose of the CRI meetings.

In suggesting changes to the meeting’s ground rules, the military has indicated its view that some of the meetings took on a disrespectful tone. Feindt sees it differently.

“Respect is earned,” she said. “You’re looking at a community that has been poisoned, who has been betrayed, who has been lied to. Their kids have been poisoned. You cannot expect anyone to come in and stand at attention or take orders from these people. Their rank is no good to this community.”

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