The principal is responsible for developing and articulating a shared vision for the school that is supported by the larger organization and community. A visionary principal is able to inspire others with a description of the ideal future state of the school that energizes and motivates. Developing an effective vision is an evolutionary process that requires continuous reflection and adaptation over time. A principal must work to build readiness for the vision among staff through clear communication and challenging existing assumptions in order to successfully implement changes needed to achieve the envisioned goals of the school.

1. THE PRINCIPAL AS A VISIONARY
Introduction
The principal is stated in Standard 1 to have a personal vision “…for the
knowledge, skills, and dispositions to develop, articulate and implement a shared vision
that is supported by the larger organization and the school community.
I. Defining ‘Vision’ and ‘Visionary’
The Merriman-Webster Dictionary defines ‘Visionary’ as
“able or likely to see visions; disposed to reverie or imagining; of,
relating to, or characterized by visions or the power of vision; having
or marked by foresight and imagination.” (2009)
The work of Bolams and Wieringen (1999) entitled: “Research on Educational
Management in Europe” states that the principal from the conception of the idealist thinker
is an individual who “moves between the different fields represented by the model. If the
principal is visionary he/she will talk about a desired condition for the school, described in
terms which inspire, incite enthusiasm and activate the imagination of the listener/reader.
The vision creates its own mental image among the receivers of the visionary
communication. The vision functions as a power source and thus provides energy.”
(Bolams and Wieringen, 1999)

2. II. Avoiding Failure through Understanding the Purpose
Additionally stated is that leadership which is ‘goal-oriented’ fails “when a
principal – who has ultimate responsibility within the organization – lacks the necessary
deep understanding of the purpose.’ (Bolams and Wieringen, 1999)
III. Evolution of the Vision Inevitable
The work of Lashway (1997) entitled: “Visionary Leadership” states “Many leaders
believe vision development is a straightforward task of articulating a statement of beliefs
and then implementing it. However, some studies suggest that vision is more of an
evolutionary process than a one-time event, a process that requires continuous reflection,
action, and reevaluation.” (Lashway, 1997)
IV. Visions Do Not Just ‘Happen’ & Visions Can Be ‘Compromised’
The work of Hong (1996) states that visions develop through “purposeful
tinkering” and through “…dozens of little experiments” each day which increases the
chance that the perception of the ideal will be achieved. Naturally in order to attain a goal
that goal must first be conceived or envisioned by the visionary and in this case the school
leadership or the principal. While the first logical step is to write down the vision this can
be dangerous as reported in the work of Fritz (1996) who states the warning that these
written statements all too often turn into “political compromises that trivialize the vision
through ‘weak, watered-down, simplistic declarations.’ Moreover, the immediacy of
student needs gives K-12 educators a strong bias toward action; extended discussions of

3. philosophy create impatience. Conley and colleagues found a number of schools that began
acting on their vision several years before articulating it in writing.” (In: Lashway, 1997)
V. Creating Readiness for the Vision
One of the most important roles the principal takes on as a visionary in the school is
that of assisting the school community in becoming ready for the vision. Too much or too
little in the way of discussion can work against the attainment of the vision. The principal’s
role in creating a vision for the school begins with creating readiness among staff and this
can only be accomplished through clearly articulating the vision to school staff and this
may take time in order that they really comprehend the vision and in order that they
entertain new models which are necessary in many envisioned school goals. New model
creation can be enabled through:
(1) Forming study groups;
(2) Visiting schools or businesses that have already restructured; or
(3) Collecting data that challenge comfortable assumptions.”
(Lashway, 1997)
The National College for School Leadership (2003) work entitled: “School Leadership:
Concepts and Evidence” states that leadership and specifically visionary leadership “…is a
process of influence leading to the achievement of desired purposes. Successful leaders
develop a vision for their schools based on their personal and professional values. They
articulate this vision at every opportunity and influence their staff and other stakeholders to

4. share the vision. The philosophy, structures and activities of the school are geared towards
the achievement of this shared vision.”
The work of Pellitteri, et al (2006) entitled: “Emotionally Intelligent School
Counseling” states that the “visionary, transformative school leadership model is a valuable
one, especially if the leader has a definitive view of the big picture goals and objectives of
the initiative.”
It is important however, as noted in the work of Pellitteri, et al (2006) that the
leader should use alternative leadership models in cases where the big picture becomes
clouded and should refrain from collaboration in this instance with parents until the leader
has once again gained clarity in the vision of the direction that the school should head to
attain its goals.
Summary and Conclusion
Visionary leadership is needed in many of today’s schools because these schools
are characterized by a plethora or seemingly insurmountable problems and strenuous
challenge in making the provision of education. Because these conditions exist visionary
leadership has become critically important in order to articulate and effectuate a vision in
and among the school community.

5. Bibliography
Bolam, Raymond, Wieringen, Fons van (1999) Waxmann Verlag 1999. Google Books
Online available at: http://books.google.com/books?id=OaZLZpW9IFIC
Fritz, Robert. quot;Corporate Tides: The Inescapable Laws of Organizational Structure.quot; San
Francisco: Berrett-Koehler, 1996.
Hong, Laraine K. quot;Surviving School Reform: A Year in the Life of One School.quot; New
York: Teachers College Press, 1996.
Lashway, Larry (1997) Visionary Leadership. ERIC Digest. Online available at:
http://www.ericdigests.org/1997-3/visionary.html
School Leadership: Concepts and Evidence (2003) Summary Report. National College for
School Leadership Online available at: http://www.ncsl.org.uk/media-84d-76-school-
leadership-concepts-and-evidence-summary.pdf
Pellitteri, John, et al (2006) Emotionally Intelligent School Counseling Routledge, 2006.
Google Books online available at: http://books.google.com/books?id=zubesSC5I74C
Interstate School Leaders Licensure Consortium Standards (2009) Educational Leadership.
Online available at:
http://www.uni.edu/coe/elcpe/edleadership/professionaldevelopment/isllc_standards.shtml
Florida Principal Leadership Standards (2005) SBE Rule 6B-5.0012, Approved April 19,
2005. Online available at: https://www.floridaschoolleaders.org/fpls.aspx