UVM Theses and Dissertations
Format:
Print
Author:
O'Regan, Brian C.
Dept./Program:
College of Education and Social Services
Year:
2004
Degree:
Ed. D.
Abstract:
Public school systems are complex institutions. The demand for schools to provide a myriad of programs and services to all students in an environment comprised of multiple stakeholders groups with varied interests and agendas is an integral part of this complexity. The vision and mission of public school systems can be unclear, misunderstood, and/or resisted. The roles and responsibilities of internal and external stakeholders can be ambiguous or vague. The relationships between and among the various stakeholder groups can be disconnected or work at cross - purposes. The organizational components defined in this dissertation as structural, political and cultural, human resource, symbolic and spiritual can also be disconnected or operating with different goals in mind.
The premise of this dissertation is that leaders - broadly defined to reflect those who serve others - lose sight of the purpose of public education because of the failure of the multiple organizational components to functionally interact in a holistic manner. As a result, leaders often spend time addressing organizational dysfunction that prevents, inhibits or impedes the leaders and the organization to maximize capacity to meet the needs of all students. Regaining a focus on our community of learners is essential for the successful continuation of our public school system and our democracy. A constructivist approach to the personal and academic growth of all children through servant leadership recognizes the nuances of different communities and local cultures, but acknowledges the single common factor in successful school system improvement initiatives - relationships. Relationships between and among people and the organizational components are essential for all students to experience successful learning.
To serve as an affirmative builder of a better society, a leader must behave in a manner ret1ecting the voice, the heart, the vision and the conscience of the community. Through scholarly personal narrative, the author's transformational journey of enlightened leadership seeks to inform current and aspiring leaders of the servant leader role that seeks to ensure that when faced with the question, "How are the children?" the answer is a decided and firm, "All the children are well. ALL the children."
The premise of this dissertation is that leaders - broadly defined to reflect those who serve others - lose sight of the purpose of public education because of the failure of the multiple organizational components to functionally interact in a holistic manner. As a result, leaders often spend time addressing organizational dysfunction that prevents, inhibits or impedes the leaders and the organization to maximize capacity to meet the needs of all students. Regaining a focus on our community of learners is essential for the successful continuation of our public school system and our democracy. A constructivist approach to the personal and academic growth of all children through servant leadership recognizes the nuances of different communities and local cultures, but acknowledges the single common factor in successful school system improvement initiatives - relationships. Relationships between and among people and the organizational components are essential for all students to experience successful learning.
To serve as an affirmative builder of a better society, a leader must behave in a manner ret1ecting the voice, the heart, the vision and the conscience of the community. Through scholarly personal narrative, the author's transformational journey of enlightened leadership seeks to inform current and aspiring leaders of the servant leader role that seeks to ensure that when faced with the question, "How are the children?" the answer is a decided and firm, "All the children are well. ALL the children."