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Pulled towards all and aspire to exemplify each and every leadership style/quality. 

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Pulled towards all and aspire to exemplify each and every leadership style/quality. 

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I want to be able to present myself as a leader who can demonstrate all of these styles/qualities. In order to build connections, and the necessary foundation for a positive school climate, a leader must take others' thoughts and feelings into consideration, and empathize. Staff need to feel not only heard but understood. That connection needs to be sustained by developing each individuals talent and expertise, and empowering them. Lastly, planning ahead is simply a better way to function. It also shows you respect your staff, their time, and their ability to manage their schedules and work demands effectively.

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I have to continuously be mindful about other stakeholders' points of view. Getting buy in is important for the larger task at hand. The greatest impact happens when the majority gets on board. Leaders can't get wrapped up in their own mission & vision.

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Reason to get pulled into this negative style

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Reason to get pulled into this negative style

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I feel that I could potentially be pulled towards this most often. The students always come first in my mind, and that can be a faulty approach to the larger picture and goal.

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Persevering in a negative leadership environment as a new leader. 

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Persevering in a negative leadership environment as a new leader. 

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- Always remain professional and cautious as you don't want to make your self a target. You ultimately have to work with other administrative leaders.
- Approach negative points of view with facts and research based information to support your point of view.
- Take the opportunity to listen to others' and what historical experience has shaped certain mindsets.
- Be mindful about your own positive goals. Negativity breeds on negativity and it is important not to feed into that cycle.

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What steps would you take in a role as a leader to ensure a positive leadership culture?

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What steps would you take in a role as a leader to ensure a positive leadership culture?

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- Create a shared mission and vision.
- Assess current culture and climate through meetings and surveys to determine needs.
- Take time getting to know the cultural norms of the building.
- Encourage and promote collaboration between all stakeholders including teachers, staff, students, and the community.
- Make connections with staff by showing empathy and active listening.
- Key staff into ideas/changes that you have before the actual implementation to get feedback. Read the audience and see what they get excited about.

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A leader might delegate responsibilities and provide autonomy with specific staff members to build and guide their own level of competency.

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I think this one of the most powerful ways to make a connection with your staff. My leader has an open door policy and allows her staff to have a moment to vent, color, and sit in the calm down corner of her office without judgement. Some fruitful discussions happen here!

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A leader may take a committee approach prior to implementing an initiative. For example, a voluntary committee on developing RTI for behavior.

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A leader may send out survey's to staff to assess their own skill set and to adjust as needed. It can even be as simple as sending an e-mail out to staff regarding something procedural and asking "What's working, what's not?" That happened this year when our new dismissal procedures weren't working and needed to be fixed.

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"The leader values all staff members and recognizes the strengths they bring to the table. He works to build leadership capacity and expertise across the staff" (Lyons, 2018).

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"The leader understands how demanding the job of teaching can be. She is an active listener who cares about staff members at a professional as well as a personal level" (Lyons, 2018).

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"Before implementing a new initiative, the leader considers what could present challenges. He consults with staff members that have relevant knowledge to consider angles he might not have considered" (Lyons, 2018).

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The Administrator Considers Teachers' Opinions

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The Administrator Considers Teachers' Opinions

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"The leader weighs staff input and is willing to make adjustments if something is not working" (Lyons, 2018)

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Qualities of High-Impact Administrators - The ‘Positive’ Leadership Styles

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Qualities of High-Impact Administrators - The ‘Positive’ Leadership Styles

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When a director requests that you run a specific program for an entire grade level mid-year without any warning, or discussion about how it fits in your schedule, or the fact that students are exposed to the very same program the following year. Multiple stakeholders have to be a part of that conversation. We know that certain programs are great for students, but the roll out has to be efficient.

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Fortunately, I haven't experienced a bully administrator first hand. However, in speaking with colleagues and friends, some have experienced reprimands from the bully type administrator regarding issues where specific expectations were not provided, but expected nonetheless.

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When a knowledgeable director not in the realm of the special education department demands a CSE referral without properly going through IST. Additionally, the referral is made by only utilizing a one page referral based on one specific screening given to the student in the spring prior to starting school. Now as the evaluator, I don't have enough academic background on what progress has been made from September-January.

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When a director adds on to your counseling case load without consulting you first to assess your numbers, and how that additional student will function in your schedule. The out of touch administrator doesn't realize the impact their decisions have on the individuals in the everyday trenches.

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The "It’s for the Children" Administrator

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The "It’s for the Children" Administrator

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"This person often justifies the decisions he makes by implying or stating they are based on what is best for students. The message is sent that alternate viewpoints have little or no value, leading teachers to feel like their input is not welcomed" (Lyons, 2018).

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"This person appears to enjoy making life difficult for staff. She targets those who are willing to speak up when her decisions are questionable or have unintended consequences. She makes judgements about staff based on rumors and the opinions of a favored few" (Lyons, 2018).

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"This leader thinks he has all the answers, even on topics he has little or no relevant knowledge about. He typically does not consult others and often ends up making unsound decisions" (Lyons, 2018).

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The Unrealistic, Out of Touch Administrator

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The Unrealistic, Out of Touch Administrator

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"This leader has forgotten what it is like to teach in a classroom. She layers in new initiatives and expectations with little regard as to how they all work together" (Lyons, 2018).

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Types of Difficult Administrators - The ‘Negative’ Leadership Styles

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Types of Difficult Administrators - The ‘Negative’ Leadership Styles