Long-Term Leadership Task of the Educator (Essay Sample)

Long-term leadership task of the educator
Name
Institution
Course
Subject
The leadership role of a long-term educator is quite comprehensive, as compared to the leadership role of a short-term educator. The short-term educator has got a single role, which is giving the necessary knowledge to the learners and enable them to pass their exams. This is very different from the long-term educator's leadership roles. The other thing the short-term educator does in their leadership to the learners is creating a conducive environment for learning. On the other side, the long-term educator has got a lot of roles and responsibilities, which include the following:
The long-term educator carries the vision. He/ she has the major role of encouragement to the learners, in matters regarding learners' development, and the implementation of laid down requirements from each one. Again, because the educator is the leader of the class of learners he/ she is educating, then he/ she carries leadership and vision hand in hand. This means they won't let one of the two suffer at the expense of the other. This will require a lot of devotion and commitment, compared to the simple role of the short-term educator.
The long-term educator also teaches his/ her learners about commitment and dedication in everything they do. This means that they are not limited to only course work, and again, the educator has to teach some things by doing. For instance, an educator will not teach their learners how to dress smart unless they themselves do. One cannot also educate another person on respect, unless they themselves do respect others, including the ones learning. The short-term educator is free of these roles.
Apart from providing the learners with knowledge like the short-term educator, a long-term educator will also have to teach their learners about organizational skills and team working. This entails, as argued by Kezar & Holcombe (2017), improving the class for future activities, the improvement of the entire school and the achievement of the school's goals, and even the improvement of each individual student at their personal levels. For example, a long-term educator has to work on students' performance in co-curriculum activities, among others. In all these things the learners have to be motivated and guided on what to do. The educator has also to be the learners' support system when they are weak, whether emotionally or physically. This again is far much compared to what a short-term educator has to do.
In every goal in the institution that involves the learners' participation, the long-term educator is always the steering wheel. He/ she has to give the necessary directions to the students in regard to what is expected from the learners. This means that the student will not walk alone in their individual learning process under a long-term educator, as it might be the case when the learner is under a short-term educator. The long-term educator is basically the learning mediator, a medium through which knowledge passes while moving from the books into the learner's mind. He/ she will also ensure that some key things will stick into the learner's subconscious mind. For instance, a child in early childhood might not know some things such as the days of the week, dates, and so forth. But while in the hand of the long-term educator, this learner will eventually have each day of the week in their subconscious mind, and can even state which day of the week and date it is even while asleep.
The educator always acts as the interpreter of the information the learners come across, even as the learners try to understand. This may apply in coursework for a short-term educator but goes beyond boundaries for a long-term educator. This is because the learners in this case will rely on the educator's perception of things, because to them, the educator is their mentor. This means that the educator has to always be careful on which things they give priority in life. This will definitely influence the lives of the learners who are looking up to the educators. For instance, what an educator calls success or achievement will be definitely what the students will know as success, and vice versa.
The long-term educator has to be a well-designed leader. I don't find a better leader for any student to look up to apart from their educators. This is because they interact with their educators in most parts of their days, and trust them so much. According to Jamieson & Shaw (2018, June), it is very wise for each educator to be concerned about the kind of leadership qualities they display because each time the learners are looking up to them. A student leader, for instance, will deal with a colleague who is in the wrong in what exactly they have seen their educators do. The entire student body in the institution will