0.1 Johnson, j., shope, s., & Roush, j. (july 2009). toward a  (Page 8/8)

Conclusion

The leadership model we propose eschews simple answers and one-size-fits-all solutions, calling upon leaders to be consciously and explicitly attentive to context, and to accept the responsibilities inherent in constructs portraying leadership as a form of service (cf. Autry, 2001). Such a model requires ongoing learning and personal development on the part of leaders—including, in no small part, rather broad reading and active, thoughtful reflection on readings and their relation to theory, practice, and lived experiences. Aspiring and practicing educational leaders operating within this model must develop a critical awareness of their practice in order to challenge inequities and promote and enact ethical treatment and care of those they serve (most particularly, those who lack the social and political capital to enact change on their own behalf). Not everyone in the field would agree that these are the responsibilities of educational leaders, of course, but we assert that leaders can and should embrace these challenges. Moreover, in the context of rural Appalachian communities, we assert that they must in order for meaningful action to occur and systemic change to take place.

The model acknowledges the importance of knowledge and information, but moves beyond traditional understandings to consider the ways that wisdom and the power to effect change can evolve from understanding knowledge in the place where one is standing and with whom one is standing. This movement beyond traditional leadership models demands humility and a sense of service to communities (cf. Middleton, 1999). Educational leaders, this model would suggest, must find the axis on which their community spins, understand it, embrace it, and serve it.

Importantly, while the model was developed with a specific focus on rural Appalachia, the central tenets upon which it was built—cultural responsiveness, attentiveness to context, servant leadership, etc.—are readily transferrable to other contexts, including urban and suburban communities. At its core, the model is built upon the recognition that schools, students, and communities cannot be homogenized; that effective leaders will know and understand the unique challenges and unique strengths that characterize the communities they serve; and that the knowledge bases and skill sets for that knowing and understanding can be cultivated. Such an approach can be applied anywhere that leaders are committed to what is best for their educational institutions and their community.

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