Critical Reflection on Leading Practice Assessment 2022

Running head: CRITICAL REFLECTION ON LEADING PRACTICE
CRITICAL REFLECTION ON LEADING PRACTICE
Name of the Student
Name of the University
Author Note

CRITICAL REFLECTION ON LEADING PRACTICE1
Context
The leadership context that is being focused is educational leadership setting. As a leader
I was focused towards bringing about change. The setting was important as the leadership
effectiveness that I could develop in the setting was to be tested. As a leader the main purpose I
had in the setting was to create better results in terms of operational performance of the school.
The setting that was selected was that of a secondary school with significant need for
performance improvement and development of more engaging curriculum. My aim as the leader
was to bring about changes that could positively impact the educational practices and student
learning in the institution. The unique part of my work was to find out the most important
leadership mechanisms that could help the all-round improvement of the school. The leadership
mechanisms of the schools are generally very rigid. This was also the case with the school that
was considered. However, this was not effective enough to improve the overall performance of
the school. The educational practices and the student learning improvement aspects were the
main focus for the developmental change that was intended. Some of the more general context of
the leadership was to make sure of the productive outcomes that could be achieved. This was a
very important leadership experience for me as this was one of the large scale leadership roles
that I was going to manage. I was the vice-principal of the school and my role was to implement
newer policies and functional areas that could improve the performances and holistic
development of the teachers, staffs and students.
Purpose
The purpose was to bring about positive changes in the management functions of the
organization. Schools have generally rigid leadership systems that are often developed in
accordance of mechanistic organizational design. This means that the decision making functions
are done by only the head management of the schools. The intended change that was focused to
be achieved was to develop a better leadership approach that would not only be beneficial for the
students but also facilitate the professional development of the teachers and the staffs. The
organizational setup and the management style was to be change. The focus was hence towards
finding the best possible solutions that I can provide for the management issues. In order to do
the same I needed to cooperate and coordinate effectively with the principal and the higher
management of the school. The intended change was to improve the effectiveness of the

CRITICAL REFLECTION ON LEADING PRACTICE2
functional areas of the teachers and the staffs. Additionally, the aim was to improve the
functional effectiveness of individuals across all levels of the school management. Making the
students develop, acquire and implement knowledge effectively was another important aim of
the leadership process. The objective was also to make the students perform well in both their
study and physical activities. Educational leadership was one of the main aspects of leadership
design that was being focused. The concept of educational leadership is generally applied to the
leadership requirements in educational settings (Eacott, 2015). The concept was the focus of the
entire process that was to be implemented. An important purpose of the leadership practice was
to bring forward better understanding of educational leadership. This was to facilitate the further
optimization of the leadership process implementation for the holistic development of the school
setting. The various objectives of the leadership process was to bring about positive changes in
the school performance in all areas.
Effects
The leadership factors were the most important factors that were considered for the
changes that were to be brought forward. As stated earlier the leadership process that was most
importantly considered was Educational leadership. This type of leadership focuses on the
collaboration that can be created between the teachers, students and parents to provide an
effective developmental framework for education. The main purpose of this form of leadership is
to ultimately improve the quality of education. Since education improvement of the students is
one of the principal outcomes that the school and other academic institutions focus on achieving,
this type of leadership implementation was much necessary. However, this was not the only form
of leadership that was to be used as the leadership process also significantly demanded the
implementation of transformational leadership at times.
As stated previously some of the major goals that needed to be achieved was the
development of the competency levels of the teaching staffs and other staffs. For this
transformational leadership was deemed by me to be best suited. The transformational leadership
was effective in understanding the performances of the teachers and staffs. The leadership
development that can improve the functions of the teachers and the staffs was measurable
through the consideration of the transformational leadership standards (Berkovich, 2016). The
leadership process was needed in two levels. On the external level there was the requirement to