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Two questions are posed in this study: What is the role of social and political acumen in dynamic educational leadership, and what are the implications for leadership development programs? The philosophical, psychological, and the sociological characteristics of leadership were investigated to understand the role of social and political acumen in dynamic educational leadership, and the implications for planning and implementing leadership programs. Information from sociology, philosophy, and psychology provided the theoretical framework. Literature on leadership supported this framework.The research component included school principals from two large Albertan school districts. Artifacts from these school districts regarding leadership were reviewed. Research methods included a survey, focus group, school visits, and face-to-face interviews. Qualitative methodology was used in the research design, and it was supported by quantitative analysis. Conclusions to the study provided suggestions for the planning and implementation of leadership development programs that could support individuals achieving dynamic leadership.
This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration.

Purpose of Study

This paper studies the need for leadership development programs to integrate elements of social and political acumen. In the course of the study, the role of mentorship was identified as an essential element of any leadership program.

Definition of dynamic educational leadership

As defined in this study, the essence of dynamic leadership is to support and facilitate positive initiatives and change. It is the dynamic leader who creates an environment for change that enables and supports progress and evolution. Because the leader’s role is one that encompasses human relationships and exists within an organizational structure, this study has identified social and political acumen as important elements that support the essence of dynamic leadership.

Review of the Literature

Review of the literature on educational leadership supports this definition of dynamic leadership and the need for the leader to understand and integrate social and political acumen in order to achieve dynamic leadership.

Today, the dynamic educational leader is responsible for more than meeting expected standards. As a dynamic leader, the principal is accountable for ensuring that effective teaching and learning occur in a learning community (Robertson&Webber, 2002; Shellard, 2003). To ensure that this happens, the dynamic educational leader must possess the skills and knowledge that support the evolution and growth of this learning community (Czaja, Livingston Prouty&Lowe, 1998; Mitchell&Sackney, 2001). For educational leaders to be dynamic, therefore, they need to be able to support and implement change that enhances effective teaching and learning and has ongoing benefit for the student (Lieberman&Miller, 1999).

Questions & Answers

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AMJAD
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At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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Source:  OpenStax, Mentorship for teacher leaders. OpenStax CNX. Dec 22, 2008 Download for free at http://cnx.org/content/col10622/1.3
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