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maetrix | Emotionally Intelligent Leadership

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See also Leadership Styles

Introduction
The capability of people to perform the work or job that they do falls into three areas:
Technical skills - which includes technical expertise e.g. accountancy skills.
Intellectual capability - which is commonly known as IQ, or cognitive abilities.
Emotional capability - often referred to as emotional intelligence or EI.
Whilst a significant amount of information, research and education exists in the fields of technical skills and intellectual capability, the area of Emotional Intelligence remains largely untouched.

What is Emotional Intelligence?
Emotional intelligence is the ability to recognise, understand and manage emotions in ourselves and others.
Emotional Intelligence is divided into the four clusters of Self-Awareness, Self-Management, Social Awareness and Relationship Management (often been referred to very broadly as "people skills" in years gone by).

Daniel Goleman, a leader in this field, has identified that successful managers and leaders possess a high percentage of emotional intelligence. By successful we mean those who have;
Achieved better financial results,
Developed more effective and supportive organisational climates or culture and
Achieved higher productivity gains with their workforce.
Goleman's (1998) findings also indicated that Emotional Intelligence contributes 80 to 90% of the competencies that distinguish outstanding leaders from average leaders.

The behaviours identified include;
the ability to recognise and understand their own moods, emotions and drives as well as their effect on others;
the ability to control or redirect disruptive impulses, moods and to think before acting;
the passion to work for reasons beyond money or status and the propensity to pursue goals with energy and persistence;
the ability to understand the emotional makeup of other people and the skill in treating people according to their emotional reactions; the proficiency in managing relationships, building networks and the ability to find common ground and build rapport.

EI on the other hand can be learned at any age. Growing your competency in EI is not easy or quick, as it takes perseverance in the process of critical self-evaluation, commitment to improvement and of course behavioural practice.

It is also important to note, that competence in Emotional Intelligence does not necessarily increase with age as you might expect. Some people may learn from life's experiences, but many do not.

Emotional Intelligence

Figure 1. Goleman's Emotional Intelligence Model (2002)

Self-Awareness:
The core of Emotional Intelligence is self-awareness. Self-awareness is comprised of three competencies;
emotional self-awareness, where you are able to read and understand your emotions as well as recognise their impact on work performance and relationships;
accurate self-assessment, where you are able to give a realistic evaluation of your strengths and limitations;
self-confidence, where you have a positive and strong sense of one's self-worth.
The starting point and key in these areas is the ability to be critically self-reflective.

Self-Management:
Self-management is comprised of five competencies;
Self-control, which is keeping disruptive emotions and impulses under control;
transparency, which is maintaining standards of honesty and integrity, managing yourself and responsibilities;
adaptability, which is the flexibility in adapting to changing situations and overcoming obstacles;
achievement orientation, which is the guiding drive to meet an internal standard of excellence;
initiative, which is the readiness to seize opportunities and act.

Social Awareness:
Social Awareness is comprised of three competencies;
empathy, which is understanding others and taking an active interest in their concerns;
organisational awareness, which is the ability to read the currents of organisational life, build decision networks and navigate politics;
service orientation, which is recognising and meeting customers needs.

Relationship Management:
The Social cluster of Relationship Management is comprised of seven competencies;
visionary leadership, which is inspiring and guiding groups and individuals;
developing others, which is the propensity to strengthen and support the abilities of others through feedback and guidance;
influence, which is the ability to exercise a wide range of persuasive strategies with integrity, and also includes listening and sending clear, convincing and well-tuned messages;
change catalyst, which is the proficiency in initiating new ideas and leading people in a new direction;
conflict management, which is resolving disagreements and collaboratively developing resolutions; building bonds, which is building and maintaining relationships with others;
teamwork and collaboration, which is the promotion of cooperation and building of teams.

Research also supports the view that competence in Emotional Intelligence accounts for over 90% of the difference between ineffective leaders and effective leadership performance.

Effective leadership improves business performance and provides organisations with a competitive advantage.

To implement this strategy you first need to define what the core capabilities your business requires to achieve its vision, values and business strategies which includes Emotional Intelligence clusters and competencies. You will also need to identify the more specific competency profiles for positions within the organisation.

This capability framework and competency profiles, then forms the basis for your performance management system in conjunction with your Key Performance Indicators. The performance management system then becomes a mechanism for driving and achieving changes in the workplace.

The Emotional Intelligence Development Programs provided by mætrîx® ® provide a structured pathway to improve the individuals self-awareness, their self-management and the way they interact with people and develop relationships. In other words it will grow their Emotional Intelligence.

If you do not have a "core" capability framework for your staff, there are still benefits in introducing Emotional Intelligence development programs. These are seen primarily through improved leadership and interpersonal relationships and as a result improved business performance. See
Leadership Styles

So, what is critical self-reflection? Most people would be familiar with reflection, which is the analysis of one's beliefs. We also have critical reflection, which is the analysis of the assumptions on which our beliefs are built. But the area we are most interested in is Critical Self-Reflection, which is the analysis of the way we pose problems to ourselves and of our own structure of assumptions that we use as a reference for interpreting our experiences.

Effective critical self-reflection requires you to question yourself and the assumptions you make on an ongoing basis. This can be demonstrated through the three (3) why? Test, that is where you ask "Why" down three levels from the item you are analysing.
For example, I have been asked to present a workshop to one hundred people on a subject I know very well, and I have said no.
(1) Why did I say no? Because I would not feel comfortable doing it.
(2) Why do you feel uncomfortable about doing it? Because I might look incompetent.
(3) Why do you feel you would look incompetent? Because people in the audience may know more than I do.

The answer to this question is based on assumptions, and we need to challenge these assumptions to check their validity. If the assumptions are invalid and we change that assumption and therefore our perspective then transformational learning has occurred.

See Emancipatory Learning
Developing transformational learning in others is called emancipatory learning. At mætrîx® we have structured our emancipatory learning programs to cover the foundations of the Emotional Intelligence Self and Social clusters.
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Emotional Intelligence | maetrix | Emotionally Intelligent Leadership

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See also Leadership Styles Introduction The capability of people to perform the work or job that they do falls into three areas: Technical skills - which includes technical expertise e.g. accountancy skills. Intellectual capability - which is commonly known as IQ, or cognitive abilities. Emotional capability - often referred to as emotional intelligence or EI.

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Emotional Intelligence

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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

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How Emotional Intelligence Became a Key Leadership Skill

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A reading list to bring you up to speed.

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Mindtools

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Access the essential membership for Modern Managers

What makes a truly exceptional leader? Chances are we've all encountered them at some point in our careers: those leaders who stand out above the rest. Those who bring out the best in every one of their team members, and who consistently strive for greatness.

Take Molly for example. Everyone respects Molly. She inspires and encourages her team members, while expecting and demonstrating the highest standards. In return, her people are fiercely loyal, and they're highly successful - as individuals, and as a team. In short, Molly is a Transformational Leader.

By contrast, other leaders in the organization report that their people seem disengaged. They experience high staff turnover, and their results are often disappointing. So, what does Molly do that other leaders don't?

To begin with, Molly regularly reminds her team members of the purpose of their work. And she knows that she's a role model for her team, so she acts with integrity in all of her working relationships.

In this article and video, we'll explore what transformational leadership is, and discover what it takes to become a transformational leader.

What Is Transformational Leadership?

Leadership expert James MacGregor Burns introduced the concept of transformational leadership in his 1978 book, "Leadership." He defined transformational leadership as a process where "leaders and their followers raise one another to higher levels of morality and motivation." [1]

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Watch this video to learn the definition of Transformational Leadership. Explore the theory behind this leadership style, and discover the characteristics of transformational leaders.

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Spread the loveThere are four major styles of leadership which apply well in the educational setting. While each of these styles has its good points, there is a wide berth of variation, and in fact, transformational leadership is truly an amalgamation of the best attributes of the other three.

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A new school year is a fresh opportunity to revisit, reconnect, and reimagine your school's mission and vision. It's the perfect time to open up your leadership practice and share the work with your team to truly and sustainably make a change. Hear from the leading experts on school leadership to learn how to become a transformational leader for your learning community!

What is transformational leadership?

Transformational leadership in schools is when a leader empowers members of the learning community to improve from within. The transformational leader does not simply run a school, merely keeping it afloat. Instead, such leaders seek to make things better through genuine collaboration between the school's members and stakeholders.

"Transformational leadership fosters autonomy in all individuals, empowering them to problem-solve and innovate without seeking permission and instead trusting their expertise," says Elisabeth Bostwick, educator and co-founder of the #LeadUpTeach chat on Twitter, who has two books coming out this winter. "Traditionally speaking, some schools continue to place emphasis on hierarchical leadership models where top-down decision-making reigns, often negatively impacting teacher motivation as they may be left feeling that their voice doesn't matter. Within a school where transformational leadership flourishes, individuals are confident that their voice matters, elevating collective efficacy and increasing learner achievement."

Transformational leaders are captains who trust their crew to help design and carry out improvement. They create a culture of innovation and motivate teachers and students to continuously progress, ever aiming to create the best learning environment for students.

"Fearless leaders need the self-confidence and courage that allows them to reach out to others. They are acutely aware that transformation is not a one-person performance-that they must take aim at their goals not as lone heroes but as members of a unified effort, says Yvette Jackson and Veronica McDermott in their book Aim High, Achieve More: How to Transform Urban Schools Through Fearless Leadership. "They realize that their role is to be present-to show up for students, staff, and community-and then to get out of the way to allow students, staff, and community to take up the challenge. They make the structural and institutional arrangements that promote risk-taking and alter the culture of the school."

Challenge the status quo

Transformational leadership begins by getting reflective. School leaders and teachers often rely on tried and true practices that may be comfortable, but ineffective. To truly transform a community we must question and sometimes abandon habits, beliefs, practices, and mindsets that no longer work.

"A shift in mindset empowers leaders to create change, not respond to change," writes Eric Sheninger, author of Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today and senior fellow at the International Center for Leadership in Education (ICLE). "It is this shift that can begin to lay the foundation for transformation. How do we do this? By beginning to challenge the way things are done; by replacing the word 'no' with the word 'yes' more often; and by focusing on the 'what ifs' instead of the 'yeah, buts.'"

Leaders can start to pioneer change by reflecting upon and identifying their current practices and then considering how to challenge them to make room for new ideas and methods. Says Sheninger: "Transformational leaders consistently make observations, listen intently, leverage a growth mindset and, most importantly, take action to improve the organization."

Build together, day by day

It would be amazing if we could stop time and have the hours and headspace to truly get things done, but the reality is schools don't stop. Leaders must effect change while knee-deep in the myriad things happening at once, all while working alongside a very busy teaching staff. Concordia Cavalier John Paul Sanchez, EdD says that transformational leaders need to "be able to rebuild the ship from the inside out. We as leaders are the stewards of the culture. We get to work within the culture for the purpose of transforming the culture."

There will never be a perfect or less-chaotic time to start to change the way things are done. The work has to happen in the midst of the commotion, keeping your school's culture and values at the forefront of this collaborative effort. How can you start? Identify goals with your team and create a series of steps and a timeline.

Set and stick to meeting times with your staff to discuss and work on these goals even when daily challenges make it difficult. Reflect at the end of each day. Check in to make sure you're progressing and not reverting back to what's familiar. Keep encouraging your staff to continue the work and celebrate successes.

Be intentional, not reactive

On any given day, a school leader is pulled in many unpredictable directions - usually due to immediate needs that can't be ignored. This constancy can lead to a habit of jumping from crisis to crisis with no real mission or underlying progress. Transformational leaders must become more intentional with their time and their vision - and with that work, it's likely that day-to-day disorder will lessen.

"As I grew in the principalship, I came to the gradual realization that a random and haphazard approach to events was not compatible with effective leadership," says Baruti K. Kafele, a former principal in New Jersey, in his book The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence. "I needed to 'step up my game' in a big way - to think and act with intentionality. In fact, over time, 'intentionality' became my byword. I learned that if we as a school community were going to meet all the pressures and demands that were thrust upon us, we had to be able to spend our days acting on our intentions rather than reacting to situations."

Be clear about your school's goals, beliefs, practices, and long-term innovations. When we pour our focus into our mission, the commotion and confusion decrease as the culture solidifies. As emergencies arise, view and handle them through the lens of your transformational work. Consider ways that you can advance your practice so that you are an example of growth.

Be ethical and compassionate

Transactional leaders rely on fear and reward to get their staff to function and produce results. However, transformational leaders emphasize collaboration, ethics, and compassion to form a collective momentum to grow and succeed.

"Relationships rooted in trust, respect, and compassion can take a nice school and make it an extraordinary space where excitement and passion become palpable," says Joe Sanfelippo and Tony Sinanis in their book Hacking Leadership: 10 Ways Great Leaders Inspire Learning That Teachers, Students, and Parents Love. "Foster trust by being collaborative. Decisions should rarely be made in isolation; instead, all members of the school community should have some voice, and it is your responsibility to listen to others - to be present - in order to broaden your perspective and make the best decisions possible."

Maintaining that trust sustains the work. When Rachael Hoffert, EdD began her doctoral journey with Concordia University-Portland, she said, "The first course I took was called 'The Ethical Educator.' In that class, we really looked at transformational leadership and how academic knowledge is so important, but so is integrity and compassion."

When a leader is trusted, compassionate, and open-minded, real change can happen. Says Dr. Brad Gustafson, principal and author of Renegade Leadership: Creating Innovative Schools for Digital-Age Students "Transformational leaders take time to develop trust and understand their team's talent." Patience and dedication truly pay off.

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Jennifer Gunn spent 10 years in newspaper and magazine publishing before moving to public education. She is a curriculum designer, a teaching coach, and high school educator in New York City. She is also co-founder of the annual EDxEDNYC Education Conference for teacher-led innovation and regularly presents at conferences on the topics of adolescent literacy, leadership, and education innovation.
Tags: Administrative Leadership, District Leaders, Educational Leadership, leadership, Teacher Leadership, Transformational Leadership

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The Transformational Leadership Model Applied in Schools

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A new school year is a fresh opportunity to revisit, reconnect, and reimagine your school's mission and vision. It's the perfect time to open up your leadership practice and share the work with your team to truly and sustainably make a change.

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Transactional leadership, also known as managerial leadership, focuses on the role of supervision, organization, and group performance. Leaders who implement this style focus on specific tasks and use rewards and punishments to motivate followers.﻿﻿

This theory of leadership was first described in by sociologist Max Weber and further explored by Bernard M. Bass in the early 1980s. Take a closer look at how the transactional style works as well as some of the potential benefits and downsides of this style.

Basic Assumptions of Transactional Leadership

People perform their best when the chain of command is definite and clear.

Rewards and punishments motivate workers.

Obeying the instructions and commands of the leader is the primary goal of the followers.

Subordinates need to be carefully monitored to ensure that expectations are met.﻿﻿

This theory takes a behavioral approach to leadership by basing it on a system of rewards and punishments.

Athletic teams also rely heavily on transactional leadership. Players are expected to conform to the team's rules and expectations and are rewarded or punished based on their performance. Winning a game might mean accolades and bonuses while losing might lead to rejection and verbal castigation. Players often become highly motivated to do well, even if it means suffering pain and injury.

Unlike transformational leaders who tend to be forward-looking, transactional leaders are interested in merely maintaining the status quo.﻿﻿ Transformational leaders try to sell their ideas and vision to followers. Transactional leaders, on the other hand, tell group members what to do and when to do it.

How Transactional Leadership Works

In transactional leadership, rewards and punishments are contingent upon the performance of the followers. The leader views the relationship between managers and subordinates as an exchange - you give me something for something in return. When subordinates perform well, they receive a reward. When they perform poorly, they will be punished in some way. Rules, procedures, and standards are essential in transactional leadership.

They do not, however, act as catalysts for growth and change within an organization. Instead, they are focused on maintaining this as they are and enforcing current rules and expectations.

These leaders do tend to be good at setting expectations and standards that maximize the efficiency and productivity of an organization.﻿﻿ They tend to give constructive feedback regarding follower performance that allows group members to improve their output to obtain better feedback and reinforcement.

When Is Transactional Leadership the Most Effective?

Followers are not encouraged to be creative or to find new solutions to problems. Research has found that transactional leadership tends to be most effective in situations where problems are simple and clearly defined.﻿﻿

It can also work well in crisis situations where the focus needs to be on accomplishing certain tasks. By assigning clearly defined duties to particular individuals, leaders can ensure that those things get done.

Transactional leaders focus on the maintenance of the structure of the group.﻿﻿ They are tasked with letting group members know exactly what is expected, articulating the rewards of performing tasks well, explaining the consequences of failure, and offering feedback designed to keep workers on task.

While transactional leadership can be useful in some situations, it is considered insufficient in many cases and may prevent both leaders and followers from achieving their full potential.

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How a Transactional Leadership Style Works

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Transactional leadership, also known as managerial leadership, focuses on the role of supervision, organization, and group performance. Leaders who implement this style focus on specific tasks and use rewards and punishments to motivate followers.﻿﻿ This theory of leadership was first described in by sociologist Max Weber and further explored by Bernard M.

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AUSTIN, Texas (AP) - The Republican-led Texas House has approved a bipartisan school finance bill that would pour $9 billion into the state's public education system - lawmakers' latest attempt to revamp a funding structure the state Supreme Court has deemed barely constitutional.

Houston Republican Rep. Dan Huberty's proposal would pump $6.3 billion into the state's public education system and send another $2.7 billion to schools to tamp down ever-growing property taxes. Texas has no state income tax, meaning schools rely heavily on local property tax revenue. But lawmakers have promised to increase classroom funding while cutting property taxes.

"We are finally reforming public education in the state of Texas and not by court order, so that's a pretty important thing," Huberty said when introducing the bill. "A lot of provisions in this bill reflect your ideas, your priorities, and frankly compromises that we worked out together."

The bill passed the state House after relatively quick and smooth debate, with all but one lawmaker supporting it. It now moves on to the state Senate for consideration.

Texas educates 5.3 million-plus public school students, more than any state except California, but has endured nearly 50 years of legal battles, with the Legislature frequently cutting classroom budgets and school districts responding with a series of lawsuits that worked their way through state courts.

No school finance fix is required this session since Texas' Supreme Court ruled in 2016 that the system was deeply flawed but also minimally constitutional, despite budget cuts approved by the Legislature in 2011 that removed $5.4 billion in classroom funding and educational grant programs.

School finance is so complicated that, in the past, the Legislature was loath to tackle it unless ordered to do so by the courts. Yet lawmakers are vowing to do it this time regardless.

The measure would increase annual, per student funding by nearly $900 to $6,030 while boosting funds for children who need extra instruction to learn English. It would fund full-day pre-kindergarten for low-income students and provide further funding to better educate dyslexic students.

A portion of the bill that would have given school districts discretion over how to allocate their funding was changed to mandate across-the-board raises for teachers and school employees. That could quash a previous sticking point with the state Senate, where lawmakers have promised educators a $5,000 pay hike that ranks among the biggest in the U.S. since a wave of teacher protests began in other states last year.

The amendment offered by Rep. Chris Turner, the Democratic leader in the Texas House, would mandate that school districts earmark at least 25% of their added funding to provide wage increases to all full-time employees.

Turner said his amendment would guarantee that at least $2.4 billion included in the bill will go toward a pay raise for every teacher and support staff member.

"It starts with a recognition that every person who has a positive effect on a child's life, for our schools that means our teachers, it means our nurses, our counselors, educational aids, custodial workers, bus drivers, every full time employee should get and deserves a raise," Turner said.

Though the measure passed the House, it could face hurdles in the Senate, as the two chambers will likely spar over how to properly take action on heavily sought property tax cuts.

The House's measure looks to lower school property tax rates by 4 cents statewide and adjust the current "Robin Hood" system, reducing recapture payments by more than 38% over the next two years. That system is meant to force school districts in wealthy areas to share some local property tax revenue with those in poorer parts of the state.

Disagreements over both issues during the 2017 legislative session left lawmakers unable to pass a measure that would have pumped $1.6 billion into state classrooms - despite bipartisan support.

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Texas House OKs school finance bill, but tax fight may loom

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AUSTIN, Texas (AP) - The Republican-led Texas House has approved a bipartisan school finance bill that would pour $9 billion into the state's public education system - lawmakers' latest attempt to revamp a funding structure the state Supreme Court has deemed barely constitutional. Houston Republican Rep.

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Most teachers say they expect to contribute resources to their classrooms-bringing in everything from extra books for a classroom library to basic hygiene supplies like tissues and hand sanitizer.

But teachers aren't only putting up the cash themselves. In addition to old standbys like grants and bake sales, many are turning to other fundraising opportunities, including online crowdfunding platforms like DonorsChoose.

The Education Week Research Center recently surveyed a randomly selected, nationally representative sample of about 500 teachers on where they get the money they need for these materials. The takeaways include:

1. The rise of online crowdfunding sites like DonorsChoose has given teachers more options for raising money. Still, teachers are most likely to spend their own when they need something for their classroom.

Nearly all teachers-95 percent-said they had put out some cash themselves this past year when they needed resources other than what their district provided. Teachers said they spent a median amount of $338 of their own money over the past school year. (Estimates of how much teachers spend out of pocket vary. In the National Teacher and Principal Survey, teachers reported spending an average of $479 a year on their classrooms.) Only about 12 percent said they had crowdfunded online in the past year.

Teachers' responses also suggested that they aren't able to fill all the funding gaps they see. Almost half said that when they need something the district doesn't provide, they just do without.

2. Crowdfunding sites aren't necessarily a game-changing source of funding for teachers. Educators reported receiving more money, on average, from grants and live fundraising events than they did from DonorsChoose.

Only about a quarter of teachers reported raising money for their classrooms through crowdfunding in the past year. Among them, the median amount raised was $750. But crowdfunding is still slightly less profitable than grants or live fundraising events: Teachers who used those methods typically raised $800 and $850 in the past year, respectively. And online fundraising isn't always reliable: Nearly 1 in 3 teachers who had tried to use crowdfunding said they had never gotten a project fully funded.

3. Teachers in lower-income areas report the greatest need for additional resources. But they have a harder time fundraising than people in high-income areas.

At schools where more than 75 percent of students are from low-income families, teachers reported needing an average of $980 over the past year for materials not provided by the school or district-more than twice as much as teachers in schools where less than a quarter of students come from low-income families. And yet teachers in higher-income schools are able to raise the most money to outfit their classrooms.

These gaps are far greater in some areas than others. For example, teachers who work with students from mostly high-income families get seven times as much money from their school, district, and/or state for classroom materials and net almost five times as much from live fundraising events like bingo nights or bake sales than those teachers working with students from mostly low-income families.

Teachers in areas with mostly low-income families also spend more of their own money on classroom resources. In schools where more than 75 percent of students are from low-income families, teachers spent $767 out of pocket on average in the past year, compared with the $525 that teachers spent in schools where less than 25 percent of students are from low-income families.

4. When teachers do turn to crowdfunding sites, DonorsChoose is the favorite.

A quarter of teachers have used DonorsChoose at some point in their careers. The website is the clear leader among teachers who fundraise online: The next most popular platforms are Adopt-A-Classroom and GoFundMe, which each have been used by 3 percent of respondents. Still, most teachers have never used a crowdfunding site-71 percent say they've never listed a project.

What are teachers asking for on these sites? Books top the list, followed by classroom furniture, technology, and manipulatives.

5. Some schools and districts have banned crowdfunding-but that's rare. It's more common for schools and districts to impose regulations on how teachers use the sites.

About a quarter of teachers say there are either formal or informal procedures that govern their use of crowdfunding. Most often, they require teachers to get approval from a school administrator.

Only about 8 percent of teachers report that crowdfunding on DonorsChoose or similar sites is banned in their school or district. It's possible that the actual number is higher, though, as 38 percent said they don't know whether crowdfunding is permitted.

A little more than 30 percent of teachers said they could use the site without any restrictions, and 1 in 5 said that administrators encourage them to create projects.

6. For the most part, teachers think that school and district leaders are right to keep tabs on the crowdfunding going on in classrooms.

82 percent of teachers said the rules at their school or district around using DonorsChoose and similar sites are appropriate. And 56 percent of respondents said that crowdfunding should be allowed but regulated by districts.

Teachers aren't always sure if their colleagues are always making purchases that meet district needs. While 72 percent agree that the instructional materials teachers buy are aligned to standards, only 46 percent say that teachers read the fine print on tech purchases to make sure that student data are protected.

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How Do Teachers Fund Their Classrooms? 6 Takeaways

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Most teachers say they expect to contribute resources to their classrooms, but teachers aren't only putting up the cash themselves. In addition to old standbys like grants and bake sales, many are turning to other fundraising opportunities, including online crowdfunding platforms like DonorsChoose.

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Leaders Eat Last-Book Review Possibility

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Leaders Eat Last-Book Review Possibility

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Leaders Eat Last book. Read 1,514 reviews from the world's largest community for readers. The highly anticipated follow-up to Simon Sinek's global bestse...

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I wanted to think about my own "Educational Leadership Philosophy" and put it into words as I come into the new school year. As I write this down, I love the picture below that reminds me it is not only what we say, but what we do that matters.

cc licensed ( BY SA ) flickr photo shared by Soliya

Education and school have traditionally been the hub of our communities. Not only for the wisdom and knowledge that they create for our present and future, but for the connections that they create amongst a community. Growing up in a small town, teachers were revered and respected for the work that they did with students, and they always made an effort to connect with parents to bring them in on the learning process of their child, not just with developing intelligence, but developing students as people. The notion of, "it takes a village", is something that I believe in deeply, and believe that it is more important now than ever.

As a leader, I believe in bringing a community together to share leadership in many different avenues. In a quote from Tom Peters, he states that "leaders don't create followers, they create more leaders." In a school community, this starts at the top in working with others to develop their leadership in every position and level of school. By focusing on an individual's strengths, you show that you value their expertise first, before you look to help them develop in other areas. This strength-based focus helps to build a relationship with each individual, pushing them to be better every day. When the leader of an organization has this belief and proves it through actions, it trickles down to students in the classroom. The more experience I have in leadership, the more I see that effective teachers are effective leaders, and have this same strength-based approach with their students. If we have a community that focus on building leadership in all areas, we are more likely to be successful within our vision.

Through this value on developing leadership, our schools are more open not only to navigate but to lead change as well. As society continues to change, schools need to adapt to best serve our students for their future as well as their present. Those that are willing to adapt and learn from change now, will be the ones that are most likely to be successful in the future. As we see different jobs being created in our world, while other jobs are becoming irrelevant, we look to develop the next generation of entrepreneurs in schools. This is often created by instilling a sense of "intrapreneurial spirit" within educators that are always looking to develop and further the organization. While we look and build on what has worked in the past, we must also continuously look forward.

One of those changes in our world is a shift to an open and transparent environment. As an administrator, I have the opportunity to become better by continuously being able to visit classrooms and see what the most effective teachers do. Peers do not have this same opportunity because of our physical environment. Through the use of different technologies such as blogging and Twitter, we open up our classrooms to other educators not only in our own schools, but to schools around the world to bring them in on this collaboration. As I always focus on "what is best for kids", it is crucial that we look to not only help our own students, but how we can help other students from around the globe as well. As we tell our students when they walk into our schools, we must ensure that we create a culture of sharing within our own community to learn from others around the world, as well as within our own community. The most innovative environments outside of school tap into the "wisdom of the room" and bring in different voices to continuously learn and grow; schools must do the same.

To be successful, people must have a purpose within our organization. This included parents who are a great untapped resource within our own communities. We can no longer have children going home and being asked the question, "what did you learn today?", and responding with, "nothing." By opening the doors to our classrooms through both physical and virtual environments, we have the opportunity to change the conversation at home. Parents are able to be actively involved in the process of learning, leading to a higher opportunity for success of each child. The more we can involve parents in this process at home, the more likely students will be successful in school, and beyond. This community support is imperative.

In summary, building relationships, developing leadership, and focusing on school as the "hub" of our community,we are more likely to create an environment where our students are building a bright future both today and tomorrow. By looking at what worked in the past while also looking to develop our future, our community is more likely to be able to come together to create the schools our kids need.

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I wanted to think about my own "Educational Leadership Philosophy" and put it into words as I come into the new school year. As I write this down, I love the picture below that reminds me it is not only what we say, but what we do that matters.

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2016- My educational philosophy of leadership, in a nutshell, would indeed begin and end with developing a positive culture that students, staff, and community members race to be a part of, rather than finding ways to escape. If the bookends of my philosophy are cultivating a positive culture, the contents within are how to sustain it.

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Instead of spending your days complaining, you might try changing your workplace from within, says leadership expert Simon Sinek.

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Leadership expert Simon Sinek expands on his massively popular talk with five books and two documentaries that inspire him.

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In 2009, Simon Sinek gave the talk "How great leaders inspire action" to an audience of 50 people in a small room at TEDxPugetSound. It quickly became the second most-watched talk on TED.com. Sinek, of course, felt honored by the growing popularity of his talk-and by the opportunity to inspire people to think more deeply about [...]

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Instead of spending your days complaining, you might try changing your workplace from within, says leadership expert Simon Sinek. Continue reading Leadership expert Simon Sinek expands on his massively popular talk with five books and two documentaries that inspire him.

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According to the National Education Association, approximately 50 percent of new teachers will leave the profession within their first five years of teaching. This high turnover rate is forcing several school districts to spend substantial amounts of time and money on recruiting new teachers, ultimately hindering the district's success and bottom line. Fortunately, schools can overcome this expensive and frustrating roadblock by increasing teacher retention rates.

But with so many strategies and suggestions out there for increasing teacher retention rates, how are you supposed to know which ones are truly effective? Don't worry-after conducting extensive research, we've discovered which teacher retention methods are the most worthwhile:

Cultivate Collaboration

Even in a classroom full of students, teachers can still feel very much alone. And according to several studies, isolation can push teachers to leave the profession altogether. One study mentioned in " Support, Collaborate, Retain " found that when teachers did not have access to collaborative relationships, 1 out of every 5 left the profession. However, when schools provided opportunities for teachers to collaborate with one another, their teacher retention rates increased.

Fortunately, school districts can increase collaboration in formal, informal, and virtual settings. Several studies suggest that schools should plan meetings where teachers of the same subject and/or grade levels can come together and discuss their ideas for the classroom. Another proven method includes pairing new teachers up with a more experienced mentor so that they know who to turn to when they have a question. " Support, Collaborate, Retain " also emphasizes that networking among teachers, whether in person or online, has been proven to increase retention rates.

Empower Teachers to Succeed

When teachers can't successfully teach their students, they become doubtful of their teaching abilities and may consider switching professions. In fact, a Harvard report confirms that when teachers lack self-efficacy, they are more likely to stop teaching. School districts can prevent this from happening (and according to studies, increase teacher retention rates instead) by giving their teachers the resources they need to be successful.

While various tools and services can help teachers succeed, one method has been proven to work exceptionally well for retaining teachers. According to a journal article published in Politics & Policy, high-quality induction and mentoring programs are the best method for increasing teacher retention. Giving teachers the chance to participate in conferences, e-learning courses and webinars are all effective ways to improve their teaching skills and boost their confidence.

Provide Them with Support

The level of support that teachers receive can make a huge difference in the way they feel about their jobs. A survey from the Center for Teacher Quality, which included responses from 32,000 teachers, revealed that support from colleagues and administrators is one of the most significant factors in a teacher's decision to stay or leave the profession. By ensuring that teachers feel supported and cared for, administrators can keep teachers satisfied in their current positions.

To learn how to best support your teachers, start by giving them more opportunities to express their opinions and concerns. Allowing teachers to have monthly 1-on-1 meetings with administrators and/or the principal is a great way to provide these opportunities. Studies also suggest that schools should invite teachers to board meetings as well as include them in major district decisions. Once you identify what your teachers need most, such as certain resources or policies, be sure to respond to these needs to further support them.

Create Better Work Conditions

When teachers dislike their work environment, they may dread going to school as much as students do. A study from the Peabody Journal of Education revealed that the way in which teachers perceive their schools' working conditions and environment "were the most significant predictors of beginning teacher's morale, career choice commitment and plans to stay in teaching." And fortunately, improving your school's work environment doesn't require costly repairs or renovations. One study from Teachers College Record found that when it comes to the school environment, teachers care more about cultural conditions than clean facilities or technology.

To ensure that your teachers have the best working conditions possible, promote a positive school culture where both teachers and students feel safe, trusted, and respected. Your school can cultivate a culture of safety by educating teachers as well as students on essential safety procedures, such as dealing with fires or earthquakes. To promote an environment of trust, give teachers more control over the way in which their classrooms are managed. Finally, establish respect among teachers and students by implementing team-building activities at least once a month and offering opportunities for group decision-making.

Unless schools take action to mitigate teacher turnover, the problems associated with a dwindling teacher population will only intensify in the coming years. Fortunately, recent studies and teacher feedback have revealed proven methods that will improve the likelihood of teacher retention. Along with mitigating the significant costs associated with turnover, these strategies will strengthen the overall fabric of schools by cultivating effective collaboration, increasing teacher success, and improving school culture. As a result, district leaders can create a school environment in which both students and teachers can thrive.

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Proven Strategies for Increasing Teacher Retention Rates

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According to the National Education Association, approximately 50 percent of new teachers will leave the profession within their first five years of teaching. This high turnover rate is forcing several school districts to spend substantial amounts of time and money on recruiting new teachers, ultimately hindering the district's success and bottom line.