Dr. Wilkin’s credentials and experience arm him to comment on the school leader’s true objective: establishing an optimal school culture.
Dr. Wilkin’s credentials and experience arm him to comment on the school leader’s true objective: establishing an optimal school culture. In Canadian settings as varied as the northern coasts of British Columbia, the Arctic tundra of Nunavut, and urban centers of the Ottawa and Toronto regions, or at private schools in East Asia, the Middle East, Indonesia, and other foreign venues Dr. Wilkin honed his skill as a school leader. As head of school Dr. Wilkin drew from his background and applied strategic planning to build energized school cultures that serve students. After decades in the profession Dr. Wilkin completed his doctoral studies in education. Armed with extensive professional experience and deeper credentialling Dr. Wilkin published “How To Lead A School”. The book is the result of two years of research, reflection, and writing. Dr. Wilkin now lives in Toronto, Canada where he continues to write about optimal performance in education and contemplates the next international school he will lead.
The book How To Lead A School advises the reader how to successfully lead a school. The advice is organized in six major chapters. The first chapter describes leadership models a principal or other administrator should consider for success. Transactional and transformational leadership models are central in this chapter. Chapter two deals with leadership precepts the school leader must tend to if he is to succeed. A focus in this chapter is the principal’s role as chief motivator and builder of momentum within the school. Chapter three outlines core issues the school leader must keep uppermost in all his efforts: the Pareto Principle and staff limitations, academic focus, decision making processes and the like. Chapter four relates nuts and bolts details all successful schools must focus on; strategic and organizational planning are deeply dealt with. In chapter five the book looks at the realities of student discipline and how the school leader should deal with it. Finally, chapter six shows the reader how best to inspire teachers to teach to the maximum for the school. The book is geared toward principals and other school administrators, students in school administration courses, and parents wanting to know how school leaders should function.
Dr. Wilkin’s credentials and experience arm him to comment on the school leader’s true objective.
