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1-888-878-LEAD ~ 240 Woodland Ave ~ Columbus, OH 43203 ~ ©Copyright 1998 - 2011 ALL RIGHTS RESERVED. Transformational schools and transformational leadership are terms easily and readily applied to educational institutions and leaders who are perceived, but not often verified, to have experienced or facilitated positive changes.
Vicki Denmark is the Vice-President for Education Innovation with AdvancED, responsible for leading school improvement projects and creating resources that schools can use to affect student learning.
Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. A co-educational school in Jumeira, Dubai, JBS is a truly international school, offering The International Primary Curriculum (IPC), International General Certificate of Secondary Education (IGCSE). Clipping is a handy way to collect and organize the most important slides from a presentation. McLeod School offers clubs and leadership opportunities to extend and enrich student learning.
We strive to provide a safe and caring school where students are engaged and grow as 21st Century learners and leaders. McLeod School provides a safe and caring environment where students are encouraged to reach their potential.
Parents are valued members of the school’s decision-making process and the community is highly supportive of the school. The school is well equipped with Smartboards, document cameras, digital cameras, response clickers, and a wireless lab with chromebooks.
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Our multicultural student population consists of children from the communities of McLeod and Miller. It is located in a beautiful community and has immediate access to several soccer fields, a great tobogganing hill and a large playground.
We appreciate volunteers from neighboring stakeholders, such as the weekly reading buddies from Steele Heights Baptist Church.
Students are regularly using these devices and are well versed in applying technology to produce high quality products. These encompass the Alberta Motor Association Patrollers, the Library Club, Announcers, Assembly Emcees, Door Monitors, Office Monitors and the Student Leadership Team. No matter the governing body, geographical region, or setting of an underperforming school, there is a common belief that the leader (singular) is solely responsible for changes to occur.



Denmark’s educational career spans over 30 years devoted to working in public school systems in Georgia.
The Leader in Me equips students with the self-confidence and skills they need to thrive as a 21st century learner. McLeod School is proud to produce strong learners who are well capable of meeting any future challenges. This common belief is partly correct; however, transformation requires the leadership of more than one individual for pervasive and lasting change. She served as an elementary classroom teacher, assistant principal, middle school principal, area superintendent, and assistant superintendent. Early intervention strategies are used to identify students at risk or requiring more challenge, and students with special needs are included in regular classes with support. Together with parents and community stakeholders, staff and students pursue excellence in learning. Transformational leadership is not limited to the building principal or the school system superintendent; all educators in a building or school system must contribute to the evolution from an underperforming school or system to an effective school or system.
She also worked as an assistant professor at Georgia State University and taught and developed post graduate courses in the areas of curriculum, supervision, organizational behavior, and educational leadership. Continual professional development ensures that teaching and learning are dynamic and up-to-date.
To understand better transformational leadership, a quick trip back in time is needed.Transformational Leadership TheoryAlthough extensive research conducted over four decades concludes that more research is needed to increase our understanding of leadership, a significant knowledge base has been established from which we can glean effective practices to influence and improve one’s leadership skills, especially in organizations that need improvement. She was awarded the Excellence in Educational Leadership Award from the University Council for Educational Administration in 2004 and was given the Lifetime Membership Award from the Georgia Middle School Association in 2008. Parents are welcome to participate in our active school council or to volunteer their time during the school day. Transformational leadership, a popular leadership theory, has research roots as early as 1978 when James McGregor Burns, considered the founder of modern leadership theory, defined a transformational leader as one who “looks for potential motives in followers, seeks to satisfy higher needs, and engages the full person of the follower.” Although this model of leadership was developed for political leaders and without empirical evidence, it influenced other researchers to further conceptualize and make the model applicable to business and education. She holds a master’s degree in elementary education, and a doctorate degree in Educational Policy Studies. For example, Bass and Avolio (1994) and Leithwood (1994) developed the transformational leadership model for education, with a primary focus on school principals. Generally regarded and respected as research and practitioner-based quality practices essential to achieve improved student performance and organizational effectiveness, the Standards are adaptable as transformational leadership behaviors or practices.
After comparing the research on transformational leadership to AdvancED’s Standard statements, the extrapolation can be made that if a leader internalizes, exemplifies, and implements the Standards, a leader could be characterized as a transformational leader who achieves lasting results.


Another example is apparent in the Standard that describes the importance of a school’s purpose and direction (Standard 1) and is supported by the dimension “building school vision and establishing school goals” (Leithwood, 1994).
Almost all leadership literature and research state an effective and successful organization has a clear and purposeful direction that embodies the values and beliefs of the stakeholders. This adaptation continues to demonstrate how each Standard statement interpreted through the leadership lens and effectively applied, can transform a school or a school system. The logic is simple, consistent, and rational: if the AdvancED Standards are implemented with fidelity as a process for continuous improvement or sustained transformation, then the Standards are a process for leaders to become or refine their skills as transformational leaders.
It is just a matter of perspective.Transformational Leadership and Systems ThinkingIn the introduction, it was stated that the transformation of an underperforming school or school system requires the leadership of more than one individual.
Staying true to research, for transformation to occur in an underperforming school or school system, then leaders must act as system thinkers.
True transformation happens not in silo-structured organizations, but in organizations that respect all of their elements, maintain their interconnectedness, and have a common purpose. Systems thinking serves as the conceptual framework for the AdvancED Standards for Quality, evident in the focus on continuous improvement and the interdependency of one Standard with another. Furthermore, a report that examined the top 20 school systems in the world concluded that all parts of a school system must properly function in order to produce desired outcomes for sustainable improvement, (Mourshed, Chijike, and Barber, 2010).
51), stated, “all schools in a district must be treated as part of a single system” and “changing one school at a time is no longer an option for countries that want to compete internationally.” Perhaps Reeves (2009, p.
They are expected to implement changes or reforms that have direct, immediate, and lasting impacts on student achievement — a task not easily accomplished without practicing systems thinking and implementing a process for continuous improvement.
Everyone who serves in a leadership capacity in a school or school system fully realizes that regardless of the size, configuration, or challenges, positive change can occur for a short period of time. Transformational leaders however, make lasting, widespread improvement by following a process that ensures all parts of the school or system are connected and share a common purpose (systems thinking).
The AdvancED Standards, based on systems thinking and educational research, are best practices for school improvement and transformational leaders.



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