Finding Your Leadership Style: A Guide for Educators

Finding Your Leadership Style: A Guide for Educators

Finding Your Leadership Style: A Guide for Educators

Finding Your Leadership Style: A Guide for Educators

Synopsis

What makes a good educational leader? How can you be one? Is a job candidate an effective leader who can work with students and staff in your school or district? According to author Jeffrey Glanz, each of us has natural leadership abilities. Although no single leadership style is better than another, matching a person's style with an assignment leads to success for the person, his colleagues, and the organization. The key is to identify and actualize each person's natural leadership style. Full descriptions of the seven types of leaders-Dynamic Aggressives, Dynamic Assertives, Dynamic Supportives, Adaptive Aggressives, Adaptive Assertives, Adaptive Supportives, and Creative Assertives-afford valuable insight into your own behaviors and the strengths of those around you. Glanz uses vivid, authentic scenarios to illustrate the qualities of each leadership type, and identifies seven virtues that are critical for all leaders and yet are often overlooked in educational leadership programs. An invaluable aid to teachers, supervisors, and district leaders, this book provides questionnaires and focus questions to help you analyze leadership potential in yourself and in colleagues. The author also shows you how to go about the crucial process of matching leadership qualities with specific jobs in the educational system, from teacher to superintendent. Understanding the natural leadership qualities and virtues helps you to create an educational environment that is characterized by excellence.

Excerpt

Roberta Rodriguez, principal of Boynton High School in an affluent suburb of Chicago, is the keynote speaker at the ParentTeacher Association's annual dinner. A dynamic, energetic visionary, Rodriguez challenges the audience to adopt her [vision for a bright new future for students at Boynton High] by voting for the new technology bond issue, which she has spearheaded. [Our children deserve the best,] proclaims Rodriguez. [Our curricula must be and will be revised to accommodate the ever-increasing technological demands of our global economy. We can do no less.] The audience breaks into a spontaneous, thunderous round of applause.

Orderly, autonomous, and highly principled, Roy Henderson, vice principal in Margate Central District in Florida, plans for the upcoming multicultural festival at Waynebrook Middle School. Henderson meticulously works out the logistics of the day's proceedings while sitting at his desk at 6:00 a.m. Making phone calls to local distributors, scheduling classes for the three assemblies, and organizing a calendar of the day's events are only a few of his chores on this bright Monday morning.

Georgina Urbay, 5th grade teacher in Union Township, New Jersey, always seems to find a different way of presenting information to her students. Asked by her supervisor to conduct a workshop on creative lesson planning to fellow teachers, Urbay accepts, albeit reluctantly. Teachers respect her ability to remain sensitive to the individual needs of students while at the same time developing [ingenious ways of taking a math or science idea, for example, and presenting the concept in five different ways.]

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