Amanda Copeland Case Study

Amanda Berry was the victim that I chose to write about. She was born on April 22, 1986. She was born and raised in Cleveland, Ohio. Amanda Berry disappeared the night before turning 17. She was walking from her job at Burger King, and was abducted by Ariel Castro. She had been last seen on April 21, 2003. Ariel Castro lured Amanda Berry into his vehicle. Berry was listed as a missing person by her mother. Amanda Berry mother Louwana Miller died while Amanda was still messing. Amanda was abducted for 10 years. Amanda also had a 6-year daughter that was later identified to be Ariel Castro. Amanda was rape, beat, and tortured by Ariel Castro. Ariel kept the girls up the stairs with bolted doors. Ariel would sometimes take his daughter out with him, but would leave the ladies locked up in the house. On this day, Ariel left one of the doors unlock and Amanda let her daughter slide out the front door to get help. On the day of MAY 6, 2013, she was finally free. Amanda made a phone too 911 explaining to

Amanda Densmore is the most patient and altruistic teacher that I know. Never once did she shout at my eighth-grade class at Zion Lutheran school. Mrs. Densmore may have become irked with our class on many occasions, but rarely did she show this emotion. Unlike other teachers, she never raised her voice when we were being disrespectful. Instead, she spoke in a softer tone. Our eighth-grade teacher would wait for us to listen to her. Actions speak louder than words. She taught us this on multiple occasions without having to say anything.

"Point your toes, do it again, straighten your legs!" "Turn your feet out!" "Let's go, do it right!" "One more time", these are some of the very wise words of dance teachers around the world. Misty Copeland is an inspiration to girls everywhere because she never thought she would amount to anything out of the ordinary. Misty Copeland is by far one of the most famous ballet dancers because of her humble uprising, through hard word and determination she strived to change the image of biracial women and overcoming prejudice and all the block out the haters and change the face of ballet.

Austin being a leader instead of a manager is how she leads and inspires not only her students, but other faculty members as well (Wren, 1995, p. 8-10). There was a time when I attended the Virginia High School League States Debate Competition with my debate coach, another Midlothian High School English teacher (Cheatham, personal communication, April 20, 2014). During one of the round breaks, my coach and I happened to get on the topic of English teacher (Cheatham, personal communication, April 20, 2014). It was then that my coach raved about Mrs. Austin and the personal impact she has had on his own teaching methods and ways to motivate students that are dragged down by SOL tests and public school standards (Cheatham, personal communication, April 20, 2014). In this experience, Mrs. Austin solidified her leadership capabilities of motivating and inspiring anyone around her to work harder and be better at anything one does. Overall, Mrs. Austin knows how to properly handle coping with change. She knows how to be a leader, not a manager (Wren, 1995, p.

Ms. Salters has beyond average verbal and written communication skills, and exhibits extraordinary leadership and organizational qualities. She was very cooperative, worked well in team situations, accepted criticism favorably, was willing to assist others and wished to learn more on health matters and issues during class sessions.

I have noticed that CPT Spencer is very professional and knowledgeable of her job as a Captain in the US Army. July 2014 was my first Annual Training with this unit. CPT Spencer was one of the leaders in our Tactical Operations Center for the S3. She was very interactive with every Soldier

At Remington College, we have strong organizational leadership that meets the elements of empathic leadership that are easily seen by the staff and students. The leadership of our organization ensures that they look at each concern that is given to them by staff members that allow for the staff to productively complete the goals of their job performance (McHenry & McCall, 2014). The leadership can stay connected to the needs of them by reaching out to the staff and students to allow them input into any changes that may take place allowing for a full understanding of the issues by everyone (Polychroniou, 2009).

Whether it's her blog or her Pinterest boards, Amanda Nickerson has so many resources for teachers. She has dedicated boards for classroom ideas, a peek into her own classroom and classroom management. With over 60,000 followers, she's bound to have some resources that will help in your own classroom. For students looking to become teachers, it'll give you a peek into the kind

Utilizing the “know your people, know yourself” theory of leadership proved very beneficial in the preparation for this meeting thereby reminding me that if I came in with ego it would not only convolute the facts, but detract form the performance standard not being met and also provide her with an opportunity to over react.

Mrs. Rachel Pyne -I believe she displayed most if not all the traits of a transformational leader. Working with her has been a transformation for me as well as the school which she assist in directing. It has been an uplifting experience in which an enormous amount of passion and energy has injected into the school environment. She leads by example, practices empowerment, motivating, intellectually stimulating, has a vision which most of us as teachers sees these traits in staff cohesiveness and teacher student relationship.

Over the years, I have worn many educator hats such as a Director of Resource, classroom teacher, Head Start teacher, special’s teacher, and as a teacher’s aide. My leadership experiences have not been ones in an administrative role, but I have had leadership experiences both informal and formal in nature. My years as a professional educator with a Virginia Collegiate Professional license has allowed me to teach in public settings as well as Catholic schools, at many different grade levels and for me, all of those experiences have influenced my leadership skills.

Describe your past and current experiences of leadership, whether in counseling, administration, teaching, ministry, coaching, or learning. How have these experiences contributed to your decisions to apply for this program?

As I began this Leadership in Education course, I entered with an open mind and eagerness to learn about varying leadership styles and approaches. Over the years, I have fortunately been exposed to numerous genuine, caring, exceptional leaders in higher education. They all shared one commonality: student-centeredness. This has been my compass and guides me in my work. Through this course, I wanted to learn how I can better support students, whether directly or indirectly by leading other professionals and para-professionals in their work with students.

Confidence and leadership reveals everything about an individual’s unique personality. Whether demonstrated in sports or everyday life, leadership is extremely valuable in the sense of working well with others. I have learned to develop this trait in sports, work, and school. I have especially demonstrated this trait during my junior year by participating in York County’s Distinguished Young Women’s Program. Not only did this allow me to develop a relationship with strangers, but also allowed me to explore outside of my comfort zone and project myself to a higher degree than

After scouring over the resources provided, I do not doubt how she has struggled. A large portion of her struggle is linked directly to getting teachers to participate in school-based initiatives. When reflecting on my professional life and where I see myself as a leader, I know that being authentic will not make leader “easy” but will rather help those around me to understand my plight.