Sergiovanni Servant Leadership

Outline the key features of one theory/model of leadership servant-leadership vision Sergiovanni (2005) viewed vision as such a crucial element for change because it greatly influences the process of transformation in the servant-leader and in teachers, parents, and students and the school community as a whole. A good vision is meaningful if it is credible and can propel constituents to embrace it.
Sergiovanni (1993) prescribed servant-leadership as the leadership style which could effectively meet the needs of the changing landscape in contemporary schools,

Stewardship Sergiovanni (1992) explains that stewardship ―involves the leader‘s personal responsibility to manage her or his life and affairs with proper regard for the
Professional communities: 4. Collegial communities 5. Inclusive communities 6. Inquiring communities (Sergiovanni, 1994, P.71)

c) Suggest ways the theory/model might be developed.

b. Reflects core educational and moral values of community (exclusivity an issue?) Core educational values versus moral values of community
Moral connections grounded in cultural norms are central to Sergiovanni's theory of school leadership. "Moral connections come from the duties teachers, parents, and students accept, and the obligations they feel toward others, and toward their work. Obligations result from common commitments to shared values and beliefs," he writes.
These moral connections, Sergiovanni believes, must be at the core of building community in schools. Schools that are struggling to become communities should address questions such as: • What can be done to increase the sense of family, neighborliness, and collegiality among the faculty? • How can the faculty become more of a professional community where everyone cares about each other and helps each other to learn and to lead together? • What kinds of school-parent relationships need to be cultivated to include parents in this emerging