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Whitaker Chapter 20: Clarify Your Core" pp. 139-141, Name three Core Beliefs that you
have as an emerging school leader.

Many educational institutions countrywide are experiencing drastic change in diversity and
population. Notable is that, a significant portion of the population comes from low income
families. Therefore, having worked with a wide array of education leaders I have been able to
develop several core values that guide me in the delivery of my duties as an emerging school
leader. The three core values that I hold dear are:
1. Trust building
Notable, 90% of all the instructors in the institutions are of white decent, with many of them
having attended middle level schools that are predominantly English speaking and also attended
white colleges and universities. Therefore, due to their life and educational background they have
little connection to the current diverse school community (Sergiovanni 143). With trust building
amongst the instructing community we are able to build a connection with current school
community.
2. Engagement with personal culture
In order to handle change in any educational institution, the change has to begin from the
educators themselves before any significant change is noted amongst the students. This brings
about the core aim of this value. The educator needs to develop a strong and decisive cultural
competence that brings about effective relations and authenticity in the school environment
irrespective of the diversity.
3. Confronting diversity acceptance and social justice
With the current trend in education institutions being social acceptance, one of my core values is
based on acceptance and justice among the educators and students. The value provides the
narrative that goes a long way in creating equal opportunities to all individuals within the school
environment (Sergiovanni 144).
In conclusion, all school leaders and the institutional community at large should be able to
actively engage in the conversation in respect to diversity in both social and economic aspects.
With the core values in play my leadership will set to provide a suitable educational environment
for both the educators and the students community.
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Sergiovanni Chapter 15: The Change Process" pp. 346-368, * Please explain the Figure
15.2 on page 350 Interacting Units: a Systems View of Change

The core traits of any social grouping such as a school institution is based on the sharing of the
cultural tradition that are transmitted down the generation chain. It is through these cultural
tradition that the re-enforcement of the groups affirmations is transferred (Sickles, Owen and
Whitaker 352). Predominantly for change to be effect there are three dominant steps. The ball is
set rolling by the primary step of goal setting. It is christened by the crafting of change targets.
The second step is depicted by the change protocol. The final stage is supervision and staff
development.
The figure depicted in the book give a disruptive way of how change is established within the
particular institution (Sickles, Owen and Whitaker 352). The individual at the center represent
the individual within the institution. The triangle that is immediate to the individual depict the
intrinsic attributes that affect the individuals propensity towards change. These aspect include
cultural influences, institution and environmental factors depicted as climate on the figure. It is
notable that moving away from such intrinsic values is instigated by the search for deficits. Such
is prompted by the propensity to seek strengths, growth and potential.
The inside circle is a representation of the extrinsic influences on the individual towards
achievement of change. These can be basically categories three broad categories social,
economic and political aspects. In a philosophical outplay, there exits and a strong prevalent
environment that outlays multiple views of realities and perspectives that are ungoverned by the
universal laws and peer influences (Sickles, Owen and Whitaker 353). The ability to maintain
stability within the society one has to establish a balance between the individual and the extrinsic
values. Once a suitable balance has been achieved one is able to move forward towards the
attainment of change.
The outermost circle is a basic integration of both the intrinsic and the extrinsic values that affect
development. It is within this circle where a balance is achieved between the two sets of values
and a proper deployment of change is achieved. Once a balance is achieved the final step in
achieving change is put into play with evaluation and supervision remaining.
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Work cited
Sergiovanni, Thomas J. The Principalship. 1st ed. Boston, Mass.: Allyn and Bacon, 2009. Print.
Sickles, Robert N, David Owen, and Todd Whitaker. What Great Principals Do Differently. 1st
ed. Larchmont, NY: Eye On Education, 2007. Print.