Case Study 2

EEA 535 - Dimensions of Educational Leadership

Jonathan, Terry, Shelly, and Melissa
Summary of Case Study

◦ The Current Realities

◦ Susan Potter
◦ Helen
◦ Board
◦ Vision
◦ Perspectives
Different Perspectives
Susan’s Perspective:
◦ Collaborative approach
◦ Shared vision
◦ Democratic and collective

“Leading by example is more effective than

leading by command. If people see that you work
hard while preaching work hard, they are more
likely to follow you.” (Kouzes & Posner, 2012, p. 17)
Different Perspectives

Committee’s Perspective:
◦ Support/respect for leadership
◦ Desire for visionary leaders

“This respect and trust from others is what gives

leaders “the moral authority to lead” (Goleman,
1998, page 40).
Problem

To what extent should a school

vision statement be determined
by an individual leader versus a
collaborative team of
stakeholders?
Discovery
◦ Susan has a supportive group that believes in her.
◦ The board understands and represents the
community well.
◦ They are a positive and healthy team.
◦ The school board brought her in 6.5 months
before school starts.
◦ The committee is willing to contribute.
◦ They have a realistic goal.
◦ Potter is an experienced and
educated leader.
Dream
◦ To effectively communicate the value of a
vision statement.
◦ Communicate to her colleagues on the
importance of collaboration in its creation.
◦ Spend time sharing the thoughts, values, and
beliefs that represent the community.
◦ Create a foundation and direction for the new
school.
◦ Support her committee.
◦ Look at the vision statements
of other schools.
Neoliberal Perspective
◦ Is the vision statement a business model?
◦ What is the value of a vision statement?
◦ What if education was purely based on
learning?
◦ As educators we are not trained to
develop strategic plans and building vision
statements?
◦ What is the purpose of the vision
statement?
◦ Should the group continue to address the
vision statement?
◦ Is there an alternative that would better fit
the community and school?
Design
◦ Have stakeholders share their stories and
been represented? Students?
◦ How is the student voice represented?
◦ Has she expressed the importance of the
vision statement? Can she teach the value
of the vision statement and how it is to be
worked with?
◦ What do the other schools have as a vision?
Has she asked what was the vision before?
◦ Write three or four visions. Vote, talk,
discuss, etc. Come up with one vision that
they all agree on in the end.
Ecological Experience

What happened before and what will happen after?

(Rather than just focusing on the creation of the event of

creating the vision)

◦ Do other schools in the community already have vision

statements?
◦ What will the vision statement be used for?
◦ How it will affect the school and community?
◦ Will they change it next year? 5 years?

Perhaps all schools in the community should build the

vision together so that it transcends all schools

(How do you avoid this conflict)

Destiny

Determine a vision statement with a clear plan

how it connects and will be used in a school.

Review and reflect on the vision statement and

how it has been used in the school using the
appreciative inquiry model.
Reflection
WHAT ARE THE LESSONS TO LEARN?
Be careful about giving up your power. You may have to
deal with the consequences.
References

Goleman, D. (1998). What makes a great leader? Harvard Business Review. 76(6), 93-102.

Kouzes, J.M. & Posner, B.Z. (2012) The leadership challenge. San Francisco, CA: Jossey-Bass.

Kessler. (2013). Encyclopedia of Management Theory. Sage Publications. Retrieved from: http://

www.gervasebushe.ca/the_AI_model.pdf

Kowalski, Theodore (2005) Case Studies on Educational Administration. Pearson Education, Inc. 200 - 205
Credits

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