How The Superintendents ' Leadership Program Transformed Me As A Leader?

Some of my leadership experiences consist of being in LDS church presidents such as president, First counselor, second counselor, and secretary. I have also been a youth leader in my 4-H club, The Coltman Wranglers. A school activity I have participated in was on the Panther’s swim team in eighth grade, then junior and senior year I was on the Bonneville high school swim team. I participate in FFA through the Technical Careers High School. THis year I am our FFA chapter’s secretary. Last year I was on the Rangeland team, which is when we study plants, soils, and we have five cards to go through about the rangeland. Last year I was on the parliamentary procedure team, which is a speaking event along with a test, I also competed on the ag sales

Achieving a school district’s mission and vision requires the commitment of its stakeholders. In order to involve them in the process, it is necessary for educational leaders to “motivate staff, parents, students, board and community members” (Educational Leadership Constituencies Council, 2002, p. 4). The transformational leadership theory emphasizes the importance of educational leaders acting as role-models in order to motivate and inspire the school community. This approach has the potential to involve all stakeholders, leading to increased student success (Bush, 2007). The Assistant Director of Special Education in Northwest ISD directly supervised the school district’s assessment staff. Her education, experience, and passion set an example for her subordinates, stimulating them to achieve more, leading to her promotion to Executive Director of Student Services.

Before this course I thought leader is someone who has a power and authority which can derive other people and manage their affairs. Also, leaders can make a decision about events and different situation. Moreover, leaders can solve a problem. Also, I thought leadership process is () process and only leader is responsible of succeed and fail. After this class and read all subjects my point view of leadership process has changed and developed. I thought leadership is the leader of country, but after this course I gained that leadership consist of lead a group, team, country, or organization. My understanding was that leadership is that followers help him/her to

Leadership is summarized as ‘the process in which an individual impacts a variety of individuals to attain a common goal’. The goal is attained by mutual collaboration and cohesive behavior. A leader infuses a sense of positivity and manages others to reach a specified goal. Leadership has had a very profound influence throughout my life by affecting my family, friends, teammates, and the overall decisions that I have made. By using my personal experiences with leadership, I have learned how to use these skills not only on the field, but throughout my everyday actions.

A person of integrity does exactly what he says and says exactly what he means. There is no conflict between his thoughts and actions. His actions are consistent with the values he professes. According to Dr. William Manninger, A building without integrity may receive structural damage, or even collapse, in a storm. Similarly, people without integrity are blown about by the winds of misfortune and destroyed by catastrophes, for they lack the firmness, solidity, and strength of character to weather any storm. This means that integrity is one of the six essential qualities that are the key to success.

I gained better understanding that perspective makes all the difference. Whereas most people will see an obstacle, according to De Pree, a giant discerns an opportunity. As I contemplate my own leadership, I have often failed at recognizing an obstacle as an opportunity. I realize I need to grow in this area of my leadership.

transformation and changes in leadership styles that occurred as a result of my attendance to the

Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should promote the success of every student by advocating and effectively implementing the 6 standards of Educational Leadership. 2

The experience I have valued the most thus far is my participation in Leadershape. I grew more as a person and as a leader in those 6 days than I had my entire first semester. At Leadershape, I was able to connect with dozens of other Smith students who also want to change the world. While there, I was pushed to figure out what my passions and values were. I was encouraged to think about the traits and factors I stand by and use to make my choices. I participated in simulations that tested those values and was able to further identify what is important to me. Leadershape was a life changing experience for me and I fully believe that if not for my participation in that, I would not be as effective of a leader and communicator as I am today.

According to Hans Urs von Balthasar “a vocation is something lived, something enacted and a concrete life story” (Contino, 2004, p. 85). My vocational life story has developed over the past forty years with my first job at twelve babysitting six children to where I stand today teaching home economics at Chowchilla high school. “I build my own life story through the decisions of projects I undertake” and the choices I have made regarding my career path (Contino, 2004, p. 85). Someone looking from the outside at my wandering path might believe of my career changes seem a bit radical. Moving bicoastal, leaving a stable career of twenty five plus years to go back to college, take a pay cut and joining the unstable labor market of Home

As a junior in high school, the thought of college and the future is beginning to take form. The concept of applications and choosing an area of study is frightening, but attending the Pioneer Prep Leadership Institute would lessen that burden. I hope to gain more knowledge regarding college searching and application processes because I will be the first member of my family attending college, therefore, my parents can not offer me a lot of help in this area. The guidance from the Pioneer Prep Institute would help me greatly in deciding where I would like to matriculate and also how to do so. I also hope to gain more leadership by getting to meet people who I would have never met if it was not for the Institute. The ability to communicate with

I believe I have become a stronger leader and been able to find more self-confidence. I personally feel a strong improvement for my very first Masters in Educational Counseling course to now. Reflecting back, I was very timid and lacked the confidence of becoming a successful school counselor. Now, through al the courses and experience, I have gained necessary skills to be a successful and confident leader. In the beginning of the semester we were asked to think of the first time we felt we were a leader, my first response was during high school when I was voted team captain of the volleyball team, by my teammates. This was the first time I truly felt I had the confidence to lead a group because others saw what I didn’t see. Gaining more experience

“While change in community is never easy, it has been my pleasure working with United Way to continue to make Topeka a great place to live and work,” as Miriam Krehbiel stated when she visited Leadership 300. Miriam Krehbiel not only revealed her successes as a leader she revealed her whole experience as a leader including the vulnerability of her leadership experiences. When Miriam came to speak to our class it was as though she could share her story and impact each student in a different way. Miriam’s story can be displayed through what it takes to be a good-to-great leader, concepts that were discussed in Jim Collin’s book, Good to Great. The concepts were embodied within Miriam’s story and leadership styles begin with the transformation of getting the right people on the bus that is described as “First Who.. Then What” and her “Level 5 Leadership” from Collin’s book. Through Miriam’s leadership journey now being the President and CEO of United Way she experienced many challenges and evaluations of her leadership capabilities in regards to the traditional change agent that she had to become, the adaptive leadership concept displayed, and learning to be a leader within a complex system.

My leadership outlook is collectively designed from my life experiences, ascertainments, achievements, and failures. I see leadership as an excursion simultaneously taken by leaders and followers to a mutual destination. Great leaders have clear core values, a course of action, an organized, suitable, and effective team, and unambiguous communication that will lead their team to this common goal. The best leaders have definitive vision and mission statements. They often refine these statements to ensure the requirements needed to successfully accomplish the vision and mission of every area of their lives including their family, their organization, and their unit is feasible.

As the generation known as the “baby boomers” are growing older, retirement is seen in the near future for most. According to the Insured Retirement Institute (IRI) (2016), there are around 76 million Baby Boomers in the United States, 40 million of which are either 65 years of age or older. It is estimated that nearly 10,000 of them retire every day, and it will continue through the year of 2030 (IRI, 2016). These men and women have worked their entire career working their way up the ladder to success, dominating CEO or higher-level management positions. Due to the fact that a large portion of the leadership positions are or will soon be open, it begs the question; who will take over these roles? It is key for an organization to have an effective leadership programs in place that are comprised of accurately identifying high potentials and training these individuals to fulfill the positions. Successful programs should be able to accurately recognize, coach, and retain the high potentials employees. However, a 2011 study of 1,098 senior managers and executives conducted by the American Management Association (AMA) Enterprise, found that 23% of the organizations have not developed a management succession program. In order for these high-potential employees to be recognized and promoted to levels complementary of their talent, it is imperative that organizations have a strong plan set in place.