The concept of globalization has led to the development of the requirement for the education leadership functions in the educational system to influence the establishment of a global perspective in developing teaching models. Educational leaders have been charged with the development of standard models of teaching to ensure students are adequately prepared for the competition in the global employment market. Additionally, education leaders have also been charged with the responsibility of enhancing the understanding of global issues in various disciplines, which calls for the regular changing of the focus in concepts in the associated disciplines to influence innovation among the students in the quest to solve the issues. For instance, there are health and environmental issues that need to be solved by preparing professionals in the education system to handle the emerging issues (Tekian & Harris, 2012).
Role of Education Leaders
The primary role of education leaders in the development of the appropriate education models is to facilitate the nurturing of professionals with the relevant educational qualifications to solve global issues. This implies that education leaders need to use their knowledge and skills, as well as experience to forge the appropriate changes in the traditional teaching approaches. Every education leader should be acquainted with the issues facing the modern world to develop the most feasible changes to the education system (Searby, Ballenger & Tripses, 2015). Some of the desired changes would be the development of standardized curriculums that influence the development of human assets that are highly competent in handling the required tasks in different industrial sectors.
Additionally, education leaders are charged with the role of conducting evaluations on the effectiveness of different teaching and learning methods applied in educational facilities (Weaver-Hightower & Skelton, 2013). For instance, the application of cognitive and behavioral models in teaching should be closely tied with the desired outcomes on the part of the students. This implies that education leaders must be acquainted with the needs of the individual students, and this calls for regular surveys for the leaders to establish the requirements of the stakeholders (Waks, 2014).
Education leaders are also charged with administrative roles like the development of policies in the education system (Rumbley, Helms, Peterson & Altbach, 2014). Their role as practitioner scholars requires them to conduct numerous studies on policies and models that guide the education system, with a close focus on the best ways to enhance the quality of education by making learning and teaching easier. The education leaders must develop a holistic approach for a paradigm shift in the education system (Stuessy, Schielack & Knight, 2012). This implies that every decision in the education system should be scrutinized on the merit of its ability to influence parallelism with the societal needs. This calls for the associated leaders to not only be critical thinkers, but also visionary in their decision-making.
There is a need for education leaders to be highly acquainted with the contemporary issues affecting the society. The modern society is facing numerous challenges that need to be addressed by innovative minds; hence, the education system should be designed in a manner that guarantees the nurturing of critical thinkers and creative professionals. Education leaders should, therefore, be actively involved in the development of teaching and learning models that will enhance the quality and reliability of the education in different learning levels.
References
Rumbley, L. E., Helms, R. M., Peterson, P. M., & Altbach, P. G. (Eds.). (2014). Global Opportunities and Challenges for Higher Education Leaders: Briefs on Key Themes. Berlin: Springer.
Searby, L., Ballenger, J., & Tripses, J. (2015). Climbing the Ladder, Holding the Ladder: The Mentoring Experiences of Higher Education Female Leaders. Advancing Women in Leadership, 35, 98.
Stuessy, C., Schielack, J. F., & Knight, S. L. (2012). Initiating and Sustaining a Learning Ecology to Produce 21st-Century Science Education Leaders. The New Science Education Leadership: An IT-based Learning Ecology Model, 1(1), 15.
Tekian, A., & Harris, I. (2012). Preparing health professions education leaders worldwide: A description of masters-level programs. Medical teacher, 34(1), 52-58.
Waks, L. J. (Ed.). (2014). Leaders in Philosophy of Education: Intellectual Self-Portraits (Second Series). Berlin: Springer.
Weaver-Hightower, M. B., & Skelton, C. (Eds.). (2013). Leaders in gender and education: Intellectual self-portraits. Berlin: Springer Science & Business Media.