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. Coaching is a thought provoking and bonding conversation thatinspire clients to maximize their potentials & performance in order to achieve organizational goals. Lyrais a Business and Wealth Coach, and also a founding member of the International Coach Federation (ICF) Chapter Jakarta Indonesia.
Seminar on Strategy to Win ASEAN Economic Community – Winning The AEC WAR, Competing or Collaborating? And for anyone interested in this Rockefeller-style approach of raising people up to higher performance, consider putting the words “transformational leadership” on your to-do list. Transformational leadership boosts morale, motivation, and performance by creating a singular sense of identity and purpose for a project, and getting people to embrace it and partake of it. A transformational leader is a role model who inspires others and makes them want to take greater ownership for their work. Intellectual Stimulation – Transformational leaders not only challenge the status quo; they also encourage creativity among staff. Individualized Consideration – Transformational leadership also involves offering support and encouragement to individuals. Inspirational Motivation – Transformational leaders have a clear vision that they are able to articulate.
Real-world experience shows that transformational business leadership can result in extraordinary changes in direction. One common example would be a new chief executive officer revitalizing a company and returning it to profitability.
Transformational leadership really comes into its own in helping to break an organization’s culture, thus creating the capacity for change. This article may be republished or reproduced in accordance with The Source Copyright Policy. Having more than 2,500 coaching hours, she already coachedhundreds of business owners and leaders from SMEs to corporate scale.As a professional coach, entrepreneur, investor, as well as certified wealth and financial planner, she developed Wealth Coaching practice in Indonesia as solution focused coaching approach for creating sustainable wealth. As such, it requires a heightened understanding of the strengths and weaknesses of people, so the leader can align staff with tasks that enhance each individual’s own performance. The leader encourages people to explore new ways of doing things and new opportunities to learn. In order to foster supportive relationships, transformational leaders keep lines of communication open so people feel free to share ideas and so that leaders can offer direct recognition of each staffer’s unique contributions.

These leaders are also able to help others experience the same passion and motivation to fulfill these goals.
Because people trust and respect the leader, they emulate this individual and internalize his or her ideals. Friedman and Mitchell Langbert, characteristics of transformational leaders include vision, confidence, courage and a willingness to make sacrifices.
For example, companies that were at the forefront of the computer revolution changed the course of business history. 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. She was dedicatedly working with Milton Erickson‘s methodology and was also an early family system student of Virginia Satir. 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. She hosts Golden Friday, the leading Gold Investment Talkshow at Sindo Trijaya Radio Network.
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. She develops corporate and specialized coach training programs (ICF ACTP The Art and Science of Coaching) that have been taught in more than 40 countries. 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. 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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