Reflection On Leadership

Throughout this course, our textbook readings, the posting to threaded discussions, my responses to a classmate’s post, and reading various classmates’ responses helped further digest, comprehend, and synthesize the leadership content within Daft’s “The Leadership Experience” textbook. Our weekly lectures with various classmates’ interpretations and responses during the open discussion forums about the textbook themes brought a variety of unique viewpoints to the specific leadership topics. This reflection paper was an extension of this learning, and provided a deep introspection about leadership concepts; how did I, how am I, and how can I apply this knowledge in my workplace. This writing exercise uncovered new meaning and insights while both challenging and supporting certain personal views and ideas about leadership.

During this class we took many assessments and I learned a lot about myself and what kind of leader I want to be. On your leadership potential I learned my behaviors are the same as leader, these are people who are opened minded, share ideas and values with the company and open to change in the organization. For another assessment t rate your optimism test I found out I am someone who is optimistic and I agree with the statement that people want to follow a leader that is optimistic, rather than someone who is pessimistic. Another assessment I took was called the 5 saboteurs test. There was a scoring grid and what each category means like BP-(be perfect), HU-(hurry up), PO- (please others), TH-(try harder), and BS-(be strong) I found out the my highest score is PO-(please others) and some characteristics include being happy when other others are happy, cares about other people’s needs, can have a hard time saying no, doesn’t like to annoy other people in the work place. Body language and verbal language include facial expressions and saying sure I can do that for you. For another assessment I scored a six which means I right in the middle between high and low resistance to change. I agree with this statement because I think for certain situations my resistance to change will be high or low. After taking all these assessments. I learned that as a leader why it is important to learn about yourself. These assessments can help you improve as a leader figure out your weak spots

The researchers reviewed related educational peer-reviewed literature, as it pertained to their study. They reviewed literature topics related to transformational leadership, best practices of educational leadership, strategies for improved school culture, and leadership styles and its impact on teacher morale. The researchers identify in their review of the literature characteristics of “true” transformational leadership to include a leader’s ability to “lead by example and have the ability to articulate goals of the organization which

Educational leadership involves implementing changes which can be difficult when those one leads are resistant. Overcoming that resistance to bring about change creates benefits for students and the entire school community; unfortunately, there is no universal way to avoid resistance to change from all involved (Marion & Gonzales, 2014, p. 197). Further research could be done within an individual school

What distinguishes a transformational leader is the combination of head and heart, and the ability to understand and apply values effectively to connect with and influence the teachers and staff. Transformational leadership results in wide-ranging changes wherever it is introduced and is effective in solving problems in the school environment. The belief, commitment and the passion to ensure that Hawaii students experience the highest quality education and they soar above the rest when competing in the global economy, are what motivates me to serve as a transformational school

“It is unequivocally clear that leaders are not like other people” (Kirkpatrick and Locke, 1991, as cited in Northouse, P. G., 2016, p.22). I have always thought that I was not like other people; I see the world through a different lens. This difference, which sets me apart from my peers, has sometimes restrained my progress; however, after studying my differences and seeing them as strengths, I can now focus on these strengths that make me a unique, passionate, progressive leader. In reflecting on my leadership skills, I will analyze the results of the leadership questionnaires, as presented in Peter Northouse’s book, Leadership:Theory and practice (7th ed.), connect those result strengths with the

I am committed to continuous learning and have a strong desire to inspire others to action through exceptional leadership and a clear vision that promotes the delivery of superior services, both internally and externally. The Behavioral Health Division will benefit by receiving the highest level of competence and ethical practice along with a personal commitment to quality. I embrace challenges and will initiate and support any necessary changes within the organization. This program will further promote my creativity and innovation, which will enhance the work environment and the delivery of services to the public. My leadership style is a combination of charismatic and innovative. I am extremely energetic and motivate others to move forward

Generating momentum for change can be innovative or challenging. The Change Leadership Group believes the successful leadership of transformational improvement process in schools and districts require sharpening capacities in two quite different directions at the same time:

Out of various theories on change and leadership, transformational leadership has been advocated as the favored style of leadership for principals in the 21st century (Breaker, 2009; Darling-Hammond et al., 2010; Marzano, Waters, & McNulty,

“Effective instructional leadership requires a complex set of relationships between principals and their beliefs and the surrounding environments of the school… all must be taken into account” (Hughes, Norris & Ubben, 2011, pg. 31). Before I can initiate the possibility of change, an evaluation of the scope of the need. I need to ask the stakeholders the following questions “Why is the change needed? What will it mean for us and our students when the change comes about? Is what we’re being asked to do possible? Can we see it in practice? How will we develop the skills necessary to enact the change” (Tomlinson, 2008, pg. 43)?

During the past ten weeks, I have strengthened my concept of what constitutes effective leadership. Importantly, it is a leadership style that maximises the contributions of followers to achieve the desired outcomes for the organisation they represent. As Nanjundeswaraswamy & Swamy (2014, p.57) explains, effective leaders need to balance the drive to achieve a task with managing relationships. Therefore, it is essential for good leadership to not only focus on the task but develop, motivate and empower team members to strive for the achievement of task goals.

In a perfect world, district administrators would be the change agent for solutions. These individuals need to connect with teachers and become involved in the problem-solving process with building leaders. My theory of the change process will focus on four essential items I believe leaders need to empower a group in light of “uncertainty, chaos, and rapid change.” Change leaders should (a) use their knowledge of the

What is leadership? By definition from Dictionary.com, leadership is “the position or function of a leader, a person who guides or directs a group” (“Leadership”). As time pasts by, terms tend to change meaning and continue to alter denotations; for example, when I was a young eleven-year-old girl in fifth grade, I believed I used leadership on a daily basis because I had the best grades, and my classmates looked to me for assistance in times of academic need. Today, the word extends into a deeper significance in my life. Leadership means different things to different people around the world, and different things in different situations. I believe in Philippians 2:3: “do nothing from selfishness or empty conceit, but with humility of mind regard one another as more important than yourselves” (“Being”). God has given everybody one life, and He created us not to exist in stinginess and greed, but to assist the world by leading those around to achieve a common goal—that is leadership. While leadership is unique to everyone, my perspective of the term is the ability to inspire fellowship in those who desire a person to be dependent on when the world seems to be against them and in one’s own self.

As an educational leader, I have encountered several new and existing school policies. I never thought deeply about the various processes and the stakeholders involved in policy formulation and implementation. This semester I am engaged in the course Managing Educational Policy as School Leaders (EDLM 6005). This is Semester III, 2016/2017. My course coordinator is Dr. Timar Stephenson. Dr Stephenson was my course coordinator once before and was very helpful whenever I needed clarification or when I had a difficulty. I am thrilled to embrace the new ideas and learning opportunities embedded in this course since it teaches issues which I experience at work. Dr Stephenson, during his introduction reminded his entire class that success in this course would only be realized through hard work, dedication, and commitment. Therefore, it is imperative that I have the right attitude as I navigate this course. The course involves seven weeks of intense work. I am pleased to have a wonderful group facilitator by the name of Rhonda Joseph who has already given us a BBC to explain the requirements of the course and our first two modules.

Due to my passive nature, I’ve always avoided leadership roles. With that being said I still aspire to be someone who can be looked to as a leader. In order to reach that goal I observe and try to mimic the actions of people that inspire me. There have been many people I’ve taken orders from, but I have “followed” few. Those are the ones I consider to be true leaders, and have tried to be like myself.