Leadership for Educating Students

Running head: LEADERSHIP FOR EDUCATING STUDENTS
Leadership for Educating Students
Name of the Student:
Name of the University:
Author note:

1LEADERSHIP FOR EDUCATING STUDENTS
The term “leadership” brings a wide range of different things, because of the types of
leaders; one has been exposed to in the earlier days. A great leader is an individual who is self-
aware and who understands the vitality of communication with the community members and
seeks for building a sense of collaboration and community in nature (Priest & Gass, 2017). He is
the one who opens new paths and leads by example and set further precedents for his followers.
He is the one who harnesses the power of learning and teaching. Today, all the learners, right
from cradle to career, require new knowledge and skills for succeeding. This global economy,
the requirements of a job has changed rapidly. More than ever, the students of the contemporary
era are called upon for demonstrating their understanding of the crucial skills and knowledge in
an integrated way. To excel in such a competitive scenario, the opportunities to learn the 21st-
century skills are significant. This, in turn, invites the school administrators and the teachers for
feeling empowered to adopt some same kind of 21st-century practices. Different individuals have
a different leadership style. Similarly, different educational leaders practice differs in leadership
style. Such difference in styles makes every leader, a unique one. This essay is going to elaborate
on discussing the kind of leadership that is needed for educating students for the 21st-century
global economy in the context of Barbados Community College.
Effective leaders in the 21st century need to consider the instructional requirements, the
final specifications of students and the expertise of the teachers. Teachers in the contemporary
world face many unique challenges that were never encountered before or even imagined
(Wiliam & Thompson, 2017). Preparing today's students for thriving in this technologically
advanced and global society where the all the business leaders demand using the digital tools that
have evolved at a fast rate for succeeding at careers that were not even existed a few years back
is a challenging task for the teachers. The skills of information processing have become a skill of

2LEADERSHIP FOR EDUCATING STUDENTS
survival (Lemon, 2016). For preparing the student for their near future, the contemporary
teachers need to have the leadership and support of the school administrators who have a good
understanding of the 21st-century skills. In this 21st century, the world has become mostly global
and digitally interconnected. All the learners, right from cradle to career, require new knowledge
and skills for succeeding. This global economy, the requirements of a job has changed rapidly.
To excel in such a competitive scenario, the opportunities to learn the 21st-century skills are
significant. These skills of the 21st century are more crucial to the students now than ever before.
Although, there are several improvements done in the field of education in recent years, and
there are several trends that have been emerged (Bush et al., 2018). For example, in the Barbados
Community College, the very first and significant is the use of technology and integration.
Technology has dramatically enhanced by the education system of this college and has driven the
learning of all kinds. Next is the expansion of mobile technology. Technology has become
increasingly mobile, and the opportunities for education exist everywhere and at all the time
(Reychav, Dunaway & Kobayashi, 2015). With the same, the teachers and the students are
experiencing and gaining more of the world, and they start from a younger age itself.
Furthermore, it is also to state in this context that, for developing 21st-century
competencies among the children, teachers need to be exposed to all the opportunities for
improving theirs. As per the survey conducted in the year 2017, teachers approve the 21st-century
competencies, but they spend very less time in the classroom for the students (Zeichner, 2017).
The ongoing peer teaching communities in Barbados Community College that help the teachers
to understand how such competencies should support the achievement and how it would
integrate them into their teaching process is significant along with the shifts in the assessment
and accountability that are noted. With the same, it is also to mention that there is a disconnect