Pedagogical leadership builds the academic and social capital of students and professional and intellectual capital of teachers. To what extend do you

REFLECTIVE PAPER
This paper discusses my learning from the session attended at AKU-IED and reading literatures on pedagogical leaderships. It discusses the rationale for section of the area. Thereafter, it highlights what pedagogical leadership is and how it builds academic and social capacity of students and professional and intellectual capacity of teachers. It also follows the expected opportunities and challenges facing by adopting pedagogical leadership in my school context.

I selected this theme for the following reasons.
Firstly, I selected this theme for the in-depth study of pedagogical leadership because my school is a considered a low performing school due to unsatisfactory students’ result. This model puts emphasis on teaching and learning processes which is the need of my school and the emphasis of the model.
Secondly, in my school most of the teachers are lacking content and pedagogy. So this model could guide me to perform my duties as a prospective head teacher to build the capacity within the school and support my teachers to improve their expertise who are the actual players in the field of teaching and learning processes.

Educational leadership is a multidimensional as well as complex phenomenon. This is the notion that has changed over time and various trends have merged into it and there is not a single definition of leadership (Swatzki, 2005). However, for me leadership is a process of influencing others, making collective efforts and supporting each other to achieve common purposes. It is no more an individual occupying the top hierarchal position who influences a group to accomplish common goals through others but it is rather a collective effort to achieve objectives by working with and through others where every individual gets a chance to lead the group and being led as well.
Pedagogical leadership is one of the models of leadership which is considered an effective model for school improvement. Unlike other models this model emerged purely in educational context and it is the latest model among transformational, instructional and transactional models. According to Sergiovanni (1998) pedagogical leadership is a more effective model for school improvement alternative than bureaucratic, visionary or entrepreneurial leadership because pedagogical leadership invests in capacity building by developing social and academic capital for students, and intellectual and professional capital for teachers. Students’ holistic development is the main focus of this model and along with it, building the capacity in school is the main attribute of pedagogical leadership which directly influences students’ learning. So individuals are developed who could increase the overall capacity of the schools. Sergiovanni (1998) extends that, “Pedagogical leadership develops capital by helping schools become caring, focused and inquiring communities within which teachers work together as members of community of practice” (p. 38). Pedagogical leaders are very sensitive to the needs of students and teachers.
Pedagogical leadership is all about creating a culture of collaboration, involving others in decision making and planning, enhancing the capabilities of others teachers and provide a conducive environment for the holistic development of students. Pedagogical leadership has distributed nature of leadership because under this leadership followers (teachers and students) also get opportunities to play there roles as leaders. In this way, formal leaders provide capacity to other people to develop leadership capabilities.
However, pedagogical leadership emphasizes on students’ holistic development and teaching and learning processes are more focused.

Opportunities
Pedagogical leadership gives an opportunity to create an environment for learning; believe in distributed leadership; capacity building, empowerment of stakeholders, having healthy relationship among all the stakeholders and development o teachers. However pedagogical leadership also gives opportunities to emphasize on students holistic development and teaching and learning process. It also focuses formal head teachers to have abilities like charismatic, good visioning skills, inspirational an convincing to transform schools’ culture in order to transform schools (Leithwood, Jantizi,& Steinbach, 1999). Moreover, pedagogical leadership is a also highlights various aspects of leadership like shared decision making, conducive school environment and relationship among stakeholders.

Challenges
While adopting pedagogical leadership style in my context, I faced challenges like teachers have lack of content and pedagogy which may hurdle to create a conducive environment in the school. In addition lack of human and financial facilities, motivation of stakeholders towards new approaches of learning communities. Moreover, the faculty development methods are also a challenge in adopting the new approaches of leadership in my context.

Conclusion
Pedagogical leadership is the model which was emerged in purely educational context and possesses all the qualities of an effective model for school improvement as it stresses on students’ holistic development and capacity building of teachers. It also believes in caring and facilitative environment of school. This model puts more emphasis on the students’ holistic development, capacity building, distributive nature of leadership and development of professional and learning communities. Although there are challenges while adopting this style of leadership but it is one of the most important model for affective leaders and holistic development of school.