When moving an organization such as a school to change, ideas must go through three stages of leadership: formation of ideas, articulation of ideas and the building of ideas. Educational researchers develop theories on how educators can improve learning in the classroom and both teachers and administrators are responsible for building these theories in the classroom. However, these approaches to education may not necessarily produce the expected effects, so educational leaders must examine the results of the initiatives and assess their effectiveness.
There are two different views of leadership. Some argue that an individual is in a position of leadership when others agree with the views of the leader. Then, the leader becomes a representative of the individuals in the group. Others argue that leadership involves an individual guiding others through change. However, leaders may need both qualities, articulating the values of the group while also moving the group beyond its current values.
There are no specific ways to prepare individuals for leadership roles, and leaders come from all walks of life. Leaders simply need followers to become leaders. To remain in power, leaders must continue to fulfill the needs of the group, regardless of if the group determines the needs or if the needs are imposed on the group by an outside force. In the education system, policymakers have required that students in schools pass standardized tests and leaders remain in power based on various outcomes.
When supervising in the educational realm, supervisors seek to help those being supervised realize their possibilities and usefulness. The supervisor must watch the teacher's work, ask the teacher questions about why the teacher used certain teaching methods and provide information on the best teaching practices, enabling educators to improve.
Educational leaders often have a broad range of responsibilities foisted on them because there are a variety of influences that dictate what the particular school district must accomplish. The principal is expected to be an expert in assessment, a skilled disciplinarian and have exemplary knowledge of budgeting and governmental policies. He must also manage contractual and legal concerns regarding the school that he leads. Principals may not receive the training needed to prepare them for all of these responsibilities, since colleges teaching the principals may be outdated and out of touch with the real concerns of the schools.