Vision to Reality

Lacy Knighton Shuman NTGE 705 GO2 (35339) Todays Educational Leader

2 Nova Southeastern University March 25, 2006 Few people would argue that schools today are in trouble and in desperate need of leaders who genuinely care about educating the children of our nation. Even though it seems these kinds of leaders are few and far between, one would be surprised to know that leaders are found in all levels of education. Bartho argues that everyone, students, teachers, parents, and administrators, is capable of leading and should learn how to do so (1990). These effective leaders in education possess many characteristics that contribute to the success of the teachers, students, and communities in which they are leading. In order for these leaders to transform schools into schools that learn, they must develop a clear, concise, and well-designed vision and have a plan to communicate and transform that vision into reality. A vision means an image of what the school can and should become (Peterson, 1995). A vision may be as vague as a dream or as precise as a goal statement (Bennis & Nanus, 1986, p.89). However, all people have their own desires or visions of what they expect from public or private education. The discipline of a shared vision is the set of tools and techniques for bringing all of these disparate aspirations into alignment around the things people have in common the schools in their communities (Senge, CambronMcCabe, Lucas, Smith, Dutton, & Kleiner, 2000). Developing a collective vision helps stakeholders focus attention on what is important. Conley says that true visions exist when stakeholders share an explicit agreement on the values, beliefs, purposes and goals that guide their behavior, he calls it an internal compass (1996). Covey also references the use of an internal moral compass, the following of the true principles of an organization in order to succeed (1991).

3 Collective visions grow out of collaboration, teamwork, and empowerment of the stakeholders (Peterson, 1995). Developing a true collective vision requires input and discussion from stakeholders in the community. When creating opportunities for others to share their ideas, the lines of communication must not be hindered. Leaders must remove the barriers that may deplete support or isolate individuals who want to be involved (Irmsher, 1996). Although effective communication requires discussing and talking, it also requires listening. Covey is known for his recommendation seek first to understand, then to be understood (1990). With this in mind, the vision created will truly reflect the needs and principles of the community involved. With the lines of communication open and the creation of a focused vision comes the challenge of transforming this dream into reality. It is challenging for those involved to adopt or adjust to a new vision if the purpose behind the vision is not understood. Robert Starratt emphasizes the importance of internalizing the vision (1995). The vision may sound inspiring on paper, but it must be woven into all aspects of the school, policies, procedures, and programs, or it will wither away (1995). Conley notes that participants must have the opportunity to examine their current thinking, develop a rationale for change, and entertain new models to establish readiness of the stakeholders (1996). The vision must become part of the lives of all involved. It must drive every aspect of the school and be publicized in the communities, businesses, and civic organizations. When schools are not driven by a shared vision created by stakeholders, there is a high possibility they will never know the potential that lies within the realm oftheir schools, their classrooms, and their communities.

4 References Bartho, R. S. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco, CA: Jossey-Bass Publishers. Covey, S. R. (1991). Principle-centered leadership. New York: Simon & Schuster.