Shared Leadership Model

The leadership module is a very wide and dynamic one. There are several definitions for leadership as Stodgill (1974, p12) states. Seeman (1960, p3) defines leadership as the acts of a person which influence other people towards a shared direction. Influence is a vital aspect of leadership as the person who leads should have the charisma and the ability to influence others, otherwise leadership is non-existent. However that does not mean that leaders are better people than their followers. Hollander (1992, p7) explains that leaders and followers should be understood in relation to each other. Leaders and followers both have a mutual purpose and attention to common goals.

Furthermore, Kaufman (2013) argued that the efficiency of the decision also gets affected in certain cases. A decision taken by an individual can be more efficient as compared to the decision taken by a group (Kaufman, 2013). As per the viewpoint of Gavan (2014), maintaining cultural diversity is considered as one of the benefits of collective leadership, but it can also turn into a disadvantage if not implemented properly. It is believed that people of different cultures and religions participate in a discussion so if employees do not have knowledge of cultural diversity, they did not understand each other, their opinions; then it can turn into conflict. Therefore, before implementing collective leadership, the leaders must provide training

According to the article “Making Shared Leadership Work,” “shared leadership should also extend beyond the school walls. Parents, students, and community members provide important perspectives, particularly in discussing major school initiatives. They can also offer unique and valuable technical assistance…” If the high school council does not take into account parents and community members they are doing a grave disservice to their building and district. Parents ultimately know their own child best and would offer rich insight into the schools due to this factor. Furthermore, bringing the community into the schools benefits the entire city rather than just focusing on the high school as a separate entity removed from the rest of the surrounding

According to O’Neil, Kellner, Green, & Elias, bullying has lasting effects on students along with the school. Therefore, both “proactive and reactive strategies” should be implemented when dealing with bullying (O’Neil, Kellner, Green, & Elias, 2012). According to the authors, every school should have a group of “administrators and pupil service personnel” who are trained to deal with incidents of this nature. To properly deal with the problem of bullying in schools, certain measures should be taken. First, according to the US Department of Education Office of Civil Rights, an official investigation must be conducted. Next, the injured party and their parents, along with staff members, should meet to discuss

Leadership needs to concentrate on the advancement of powerful communitarian connections through backing and errand designation, and this could be the premise for across the board execution of the common authority model inside the healthcare setting, as it supports shared governance, nonstop work environment learning and improvement of successful working connections. Shared leadership is an arrangement of group level administration/authority that enables staff inside the basic leadership forms. It offers the open door for people to both oversee and create inside a group and is powerful at enhancing the workplace and employment fulfillment. Powerful collaboration is vital to the common authority approach, with an emphasis on distinguishing group

It is vital to the success of our schools, including student learning, that school leaders have the skills, abilities and knowledge to lead effectively throughout the school environment. There is a limited amount of research available to assist school districts with the selection of appropriate professional development activities for administrators (Grissom & Harrington, 2010). The Wallace Foundation has researched the area of school leadership since 2000 and has published more than 70 reports on the subject (2013, p.5). Through their research work the Wallace Foundation is clear on the depths of the school leadership role and its complexities. The work through the Wallace Foundation states leadership is only second to classroom instruction among factors which impact student learning (Wallace Foundation, 2013, p. 5). Harvey and Holland (2012) in another Wallace Foundation research paper found improving school leadership ranks high on the list of priorities for school reform.

Over the course of this semester, I have become more self-aware of how leadership plays a crucial role in my life. I learned this through a variety of class activities, discussions, assignments, and our group project. Because of all of this, I have learned more about how I conceptualize leadership, and what employers might look for in new employees. Through this class I have grown intellectually and as a person. In the future, these skills I acquired will effortlessly transfer into the workplace after I graduate.

A second recommendation to improve my leadership practices is to delegate work more frequently to my staff. While I am highly comfortable with collaborating, I do tend to ultimately take on the planning and structuring of processes. It could be greatly beneficial to myself and my employees to allow them to take the lead more frequently on creating processes. Rather than strategizing as a unit, it would be refreshing and a valuable teaching tool to allow the employees to take turns in the initial conception of processes. Collaboration is an essential tool for the success of a unit, but advanced independent thinking is essential for an individual employee. It is imperative that individual performance is as greatly assessed, cultivated, and refined as group performance. A servant leader must empower one’s employees and assist them in thriving. Empowerment is “essentially about encouraging autonomous decision making, sharing information, and the coaching and mentoring of individuals for increased innovative performance” (Sousa, 2017, p.15). By more frequently delegating tasks to employees, I

stressed the feeling of being uncomfortable with ordering the students about. This would suggest it is something they are not used to (Field notes, 4th June, 2014).

My most recent experience in regards to leadership and the school and department improvement process has been in establishing a true Professional Learning Community (PLC) within Air Academy High School. I serve as a PLC lead for the science department. Through this process, we hope to make great gains in student achievement and staff actively participates in continuous professional learning leading to increased staff performance. After reviewing state testing data the site plan team, on which I participate, noticed discrepancies between the performance of male and female students. In addition to gender discrepancies, the team noticed that there were some teachers with classes that were much larger than colleagues who taught the same subject.

As the Situational Leadership Model suggests, different leadership strategies are appropriate for different situations and depending on those who are being led. To be a successful leader, Wooden understood how his players handle instruction, criticism, and praise; as well as how the team learns best, what level of independence will harbor the most success, and the dynamics of the team with regard to chemistry, diversity, etc. As a famous situational leader, the ability to adapt his coaching style to changing players and circumstances attributed to much of his success. The result of his situational analysis became the foundation in planning the course of action. He believed that it was necessary to change plans to fit the unexpected “call”

I have accomplished this through leading by example and demonstrating my commitment to children. As the new district leader, the staff will be watching what I do and how I do it in all areas of the job. The most important action I can accomplish is to demonstrate my belief in and passion for what I do as the instructional leader. By using this “distributive leadership” exercise in one of my first faculty meetings, I will directly communicate my vision. I ask the staff for input on sorting the current educational practices and programs into three categories: what to keep, what to revise and what to throw away. Everything is on the table. I make three lists and share the results with everyone so all are on the same page. It is imperative to be sensitive to those uncomfortable in speaking their minds in front of others by having them e-mail his or her suggestions. Once the lists are complete, I solve one or two easy to change, least disruptive and almost all agree on ideas to build some trust and lay the groundwork for my distributive leadership approach.

Over the last twelve years, the Durango County Library (DCL) has had 6 directors, with 3 directors leading the library to excellence of service awards from the American Library Association (ALA) and the Public Library Association (PLA). These directors were so successful that they were able to move into director positions at larger library systems. However, 3 of the directors were eventually terminated for both poor and inappropriate behaviors. Therefore, what is needed is a way to increase the positive hires while decreasing the negative hires. Currently, the need for leadership is high within the DCL, since a director was just forced to resign. Previous hire processes have used unstructured interviews of one or two members of the library

As a Success Coach I focus on birthing personal and/or professional success. This is so extremely rewarding and exciting but challenging. The challenge lies in the fact that every person is a unique and intriguing blend of experiences, genetics and beliefs. This combination drives one's perception of reality, emotions and daily choices. These countless variables make it pretty difficult to neatly apply a packaged model for success. Even though I know that "models" or "systems" do sell well and attract clients, I cannot with a straight face and a pure heart promote a surefire model or system that fits all.

Chapter sixteen discusses various leadership theories which can implemented by leaders to achieve success. The choice of leadership theory differs from leader to leader as they possess different vision and way of managing. A theory isn 't always perfect in itself, it is the endless effort of the leaders which makes the theory a perfect one. Two approaches of leadership that I prefer are Situational Leadership Theory and Servant Leadership Theory. Among many theories I prefer these two because I tend to practice those principles most of the time and I assume these are theories that I truly tend to continue in a long run.