# data[].attributes.headline
Link: Colleen Parks - Leadership Portfolio

# data[].attributes.subject
Link: Colleen Parks - Leadership Portfolio

# data[].attributes.body
Here is the link to my webpage

# data[].attributes.body
This document contains my beliefs related to Getting Focused.

# data[].attributes.body
This document contains I believe to be true about Getting Informed.
Hills I am willing to die on?
-Educational Research & Data
-Whitespace and esources focused on leading teacher learning and development

# data[].attributes.body
The document below contains the synthesis of my learning and beliefs related to Getting Along. This boils down to the following:

1. Leading 'wisely' in relationship and with heart. Invest in Relationships: We must be thoughtful and intentional in "collecting" and "connecting"  (Neufeld, 2013) to grow relationships. Keep a “human-centered” or “people orientation” perspective. Building relational trust*

2. People will follow leaders who model the Character Ethic (Covey, 1989). Lead by example using a "Character Orientation" (Page & Wong, 2000).

3. Listening as Discipline - Greenleaf (2008) describes listening as a discipline where leaders must hone the “inward conviction of really seeking to understand” (p. 45). Practice intellectual humility

4. Personal Communication - Clarity is Kindness (Brown, 2018).

5. Conflict Resolution - The emphasis is on restorative, strength-based approaches. Employ empathy and assume positive intentions. Be proactive and deal with conflict with consideration and courage towards win-win. I believe in the power of forgiveness to work through conflict so we can redirect focus towards achieving common goals.

Trust that the relationships I have built can weather conflict.

A note on speaking the hard truths….

Brown’s (2018) statement “Clear is kind; unclear is unkind” (p. 46) will advance my leadership skills. I often avoid clarity to spare others' feelings, but Brown (2018) asserts that “feeding people half-truths or bs to make them feel better is not helping them” (p. 46). Clarity is kindness. Honestly and openly sharing expectations, ideas, feelings, understandings, and vulnerabilities all promote clarity and build trust.

Evans (1996) asserts that achieving clarity of focus necessitates a leader be able to tolerate conflict and resentment as they challenge and work to reframe deeply held beliefs and assumptions related to a school’s Why.  Conflict still frightens me, so I appreciated Brown’s (2018) model of “tough rumbles”. Faced with conflict, I will often attempt to keep everyone happy, usually at the expense of my sanity. Brown reminds us that “other people’s emotions are not our jobs. We can't both serve people and try to control their feelings” (p. 69). She offers some useful strategies to navigate tough conversations and conflict that will definitely inform my leadership practice.

# data[].attributes.attachment_link.title
Get Along - ELQS 002 - What I Believe copy

# data[].attributes.headline
Artifact Idea - LQS 9 - Understanding and Responding to the Larger Societal Context

# data[].attributes.subject
Artifact Idea - LQS 9 - Understanding and Responding to the Larger Societal Context

# data[].attributes.body
This artifact is a reflection of my ongoing to commitment to:

grow my own and stakeholders understanding of Education Policy in Alberta

Connect and collaborate with community partners to address issues/trends impacting education

advocate for student needs in a variety of contexts

Words that come to mind are Awareness, Engagement, Advocacy, Voice, and Innovation. This means dipping into our collective wisdom to identify and address key priorities using a proactive, responsive, and solutions-oriented mindset.

Areas where I bring strength to the table include my expertise in:

Inquiry-based, technology rich pedagogy

Authentic, balanced, competency-driven student evaluation

Student Mental Health, UDL, and Crisis Response and Intervention

Community Partnerships and Collaborations (local to global) related to issues such as food scarcity, design thinking for social change, environment, female empowerment through education

# data[].attributes.headline
Artifact Idea - LQS 8 - Managing School Operations and Resources

# data[].attributes.subject
Artifact Idea - LQS 8 - Managing School Operations and Resources

# data[].attributes.body
I have been actively involved in, consulting on,  and/or auditing meetings to grow my understanding of how to manage school operations and resources. Meetings I have recently attended include:

Scheduling for Support Staff

Parent Council and Board Meeting

Consulting on the Assessment plan for COVID-19

Professional Development planning session

Leadership meeting re: staffing for 2020-21 school year

Consultation on School Calendar to provide input to amendments related to instructional hours, planning for professional development, and necessary changes to the reporting periods.

Interesting to see how the donuts are made....

# data[].attributes.headline
Artifact Idea - LQS 7 - Developing Leadership Capacity

# data[].attributes.subject
Artifact Idea - LQS 7 - Developing Leadership Capacity

# data[].attributes.body
Essential Question: How do I provide opportunities for members of the school community to develop leadership capacity and to support others in fulfilling their respective and collective educational roles?

_________________________________

The artifact below will lead to a page with a series of "collages" representing my belief in and commitment to growing student and teacher leadership within and beyond the school.

This will reflect my deeply help belief that effective servant leaders tap into the talents of those around them and and empower them (students, teachers, etc.) to engage in collaborative decision making and to lead. Strong leaders understand the power of shared leadership and diversifying the leadership base in schools towards the goal of school improvement.

# data[].attributes.headline
Artifact Idea - LQS 6 - Providing Instructional Leadership

# data[].attributes.subject
Artifact Idea - LQS 6 - Providing Instructional Leadership

# data[].attributes.body
Essential Question: How do I ensure all students have ongoing access to quality teaching and learning opportunities to meet the provincial standards?

------------------------------------------------

(watch this space)

Participation in Werklund School of Education Field Experience Advisory Working Meeting, March 12, 2020

Certificate of Recognition

# data[].attributes.headline
Artifact Idea - LQS 5 - Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit

# data[].attributes.subject
Artifact Idea - LQS 5 - Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit

# data[].attributes.body
"Essential Question: How do I support the school community in acquiring and applying foundational knowledge about First Nations, Métis and Inuit for the benefit of all students?
----------------------------------

Artifacts that embody the meaning, importance of this for me include:

Leading the Learning -  http://empoweringthespirit.ca/from-alberta-education/

Image from Stolen Words by Melanie Florence (see below)

Why do these artifacts speak to me?  For so many reasons.

Leading the Learning: http://empoweringthespirit.ca/from-alberta-education/
The "Guiding Voices" resource is based on the philosophy of "expanding beyond the school and making the community a true partner" (p.1). The framework's focus on interconnectedness (relationship and connection), Language (identity and voice), Worldview and cultural experience, and Ancestry/storytelling support this goal. The Collaborative Frameworks resource proffers a model founded in relationship building, collaborative partnerships and shared decision making, culturally responsive educational practice, community, and capacity building - all practices I deeply value as a leader.

The photograph is an illustration from the story Stolen Words by Melanie Florence (see below). This represents my 'intellectual humility' in that my knowledge here is limited. I have leaned on more capable colleagues (or others) to build my capacity in this area. This resource is only one way learning form others has broadened my understanding and commitment.

These artifacts represent the importance of empathy, understanding, and engaging my school community in culturally responsive practice. Culturally responsive practices support the achievement of all students by providing effective teaching and learning in a “culturally  supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement”   (Richards, H.V., Brown, A., & Forde, T.B. (2006). Addressing diversity in   schools: Culturally responsive pedagogy. Buffalo State College/NCCREST).  In my view however, this goes beyond acquiring and applying foundational knowledge about FNMI for the benefit of all students (although this is our starting point) and moving towards a real search for meaning by paving the way/laying the foundations to establish real community CONNECTION and collaborative PARTNERSHIPS with those who can authentically communicate and shared their lived experience through the lens of reconciliation. Albeit, forming these connections often proves challenging. A leader who practices "intellectual humility" by deeply knowing the people around them, can effectively tap into the expertise of their community (staff, families, wider community) to diversify the leadership base and empower others to lead.

# data[].attributes.headline
Artifact Idea - LQS 4 - Leading a Learning Community

# data[].attributes.subject
Artifact Idea - LQS 4 - Leading a Learning Community

# data[].attributes.body
Essential Question: How do I foster and sustain an effective learning community?

(text here)
Big Ideas....This image conveys to me the importance of cultivating the following in my leadership practice:

*communion
*inclusion, belonging, relationship & "collecting", "braver" spaces (wraparound philosophy of care)
*Collaboration and unity
*establishing shared dialogue and responsibility in community for student success
*Celebrations of success

# data[].attributes.headline
Artifact - LQS 3 - Embodying Visionary Leadership

# data[].attributes.subject
Artifact - LQS 3 - Embodying Visionary Leadership

# data[].attributes.headline
Artifact - LQS 3 - Embodying Visionary Leadership

# data[].attributes.subject
Artifact - LQS 3 - Embodying Visionary Leadership

# data[].attributes.body
Essential Question: How do I motivate and engage members of the school community in the development and implementation of shared vision, mission, values, principles and goals for student success?
-------------------------------------------------
This one is all about Servant Leadership. For me, my philosophy of education and my beliefs are underpinned by my firm belief in relying on principled, servant leadership to guide my practice.  I have a special Artifact planned for this indicator - it's not ready yet- my son is 'making' if for me. However, the purpose of this artifact is to communicate how the conceptual framework and "expanding circles of servant leaders" communicated in the model below (Page and Wong, 2000, p. 70) informs how I embody "visionary  leadership" in my practice. In my reflections below related to "Getting Real" I wrote about why this model speaks to me and will expand on this in the coming days.

What really speaks to me is the placement of the servant's heart and character at the centre of the leadership model. From here, each layer emanates outwards, dependent on the one before it. The model asks:

What kind of person is a the servant leader?  (Character Orientation)
How does the leader relate to others and build others up? (People Orientation)
What does a leader do? (Task Orientation)
How does the leader impact organizational processes? (Process-Orientation)

The outer ring reminds us that the Servant Leader models every circle in their words and actions. Each circle expanding their influence outwards to and beyond the school community.

For me this artifact elegantly sums up my philosophy and practice of servant leadership.
(more to come here)

My philosophy of Education

my vision

how do I inspire and sustain a shared vision?

This really points to part III of the model below. The success and sustainability of a leader's "Task Orientation" or visioning, goal setting, and leading towards organizational growth and change. Achieving productivity and success will never happen without a clear sense of shared moral purpose, relational trust, and collaborative decision making and implementation.

# data[].attributes.headline
Artifact - LQS 2 - Modeling a Commitment to Professional Learning

# data[].attributes.subject
Artifact - LQS 2 - Modeling a Commitment to Professional Learning

# data[].attributes.body
Essential Question: How do I engage in career-long professional learning and ongoing critical reflection to identify opportunities for improving school leadership, teaching, and learning?

---------------------------------------------------------
Artifacts here might include a photo of my MEd Convocation and the photograph below titled #faceyourfears. On my website, I imagine that this section will include a collection of artifacts (layered beneath a main artefact) on a webpage detailing my contributions/work in educational research. Artifacts on that page would include exemplars such as:

https://iaea.info/documents/integrating-technology-into-mathematics-teachers-design-and-use-of-authentic-assessments/

I really value career-long professional learning and development. These artifacts embody my passion for, commitment to, and engagement in  educational research and willingness to collaborate with others (teachers, admin, school leader, educational researchers) to build personal and collective professional capacities and expertise. I have done a great deal towards developing my professional knowledge and competence and tried to engage with professional organization beyond my context by attending and presenting at professional conferences alongside research partners from the wider educational community. I have been intentional in working as an 'informal research lead' in my school community towards building colleague capacity "in seeking, critically reviewing, and applying educations research towards to inform effective practice" and building a shared understanding of current trends in educational research. Although I prefer to say "wise" practice.
The collection of artifacts offered point towards my "strengths" in this LQS indicator and highlights "gaps" or areas for improvement. While reflecting on my https://abselfreflectiontool.com/survey/NEy8PSkjHumAMpxjn
I still need to find ways to improve the following:

1. Enhancing my Leadership Practice
In an effort to grow here by "assisting with teacher preparation" I recently attended the Werklund School of Education's Field Experience Advisory Working Meeting. Here we worked with various stakeholders from across Alberta to consider ways teacher training and field experience could be improved.
I need to think of ways I can "actively seeking out feedback and information from a variety of sources to enhance my leadership practice". This means growing my network of transformational school leaders and soliciting feedback from others as I take on more formal leadership roles. Additionally, I can look to more actively engaging in the leadership community by holding membership in and engaging with professional organizations through the lens of leadership. The local area charter schools in Calgary have recently begun holding Leadership days for their members and my principal (and mentor) has suggested I attend.

2. Establishing a shared understanding of priorities
Each year I work with our whole staff to help decide upon priorities for the school development plan. One way I could extend my learning here is to possibly 'audit' the development/writing of the plan by the school leadership team and reflect on how this plan fits into the wider priorities for Charters in Alberta.
I have been relentlessly banging on the "educational research" drum at my school and I think leadership may be listening. Charter schools are mandated to participate/engage in educational research and it looks like this will be added to our list of priorities next school year. Persistence pays off :)

Next Steps:
- work towards formalizing my role in order to maximize impact
-to engage more actively in professional organizations beyond my school

#faceyourfears,#educationalresearch,#IAEA2015

# data[].attributes.headline
Artifact - LQS 1 - Fostering Effective Relationships

# data[].attributes.subject
Artifact - LQS 1 - Fostering Effective Relationships

# data[].attributes.body
Essential Question: How do I build trust and foster positive working relationships with all members of the school community within the context of appropriate values, ethical and legal foundations?

--------------------------------
This heart-shaped rock (below) embodies integrity, authenticity, and honesty. It is humble and doesn't pretend to be anything other than is - a heart shaped rock. It is solid and consistent. Strong, yet vulnerable and moveable. This rock patiently rests on the riverbed, connected in community, exchanging wisdom with the surrounding world. It is happy to step aside and share the spotlight with other beautiful rocks so that they too, may shine. The heart-shaped rock says less and listens more, but equally possesses a calm, steady voice. It doesn't judge, but accepts and embraces imperfections and flaws because it knows that we are all in this together and even a rock can have a bad day. Conflict? A rock handles conflict like a rock star. Ha, ha.

My photograph titled "#obsession #heartshapedrocks" (see artifact below) is a reflection of my commitment to and belief in leading with Heart (kindness, empathy, listening/understanding, vulnerability and compassion; humility and integrity) and by my moral compass

in order to:

establish and strengthen positive, authentic working relationships founded in relational trust - fairness, mutual respect, and genuine care for others

create equitable, inclusive, “braver” (safe) spaces for all in our school community focused on health & wellbeing, embracing vulnerability, risk taking and “failing forward”

model and widely engage my school community in open, collaborative and consultative dialogue based in principles of honest communication that is clear, yet kind

Seek first to understand by listening with humility and empathy before attempting to be understood. I believe in "Say Less, Ask and Listen More"

Establish collaborative approaches to problem-solving, knowledge-building and a shared collective and shared accountability/responsibility

Manage conflict in ways that are restorative, strengths-based, and focused on win-win outcomes for both individuals and organization

Relationship is fundamental. Page & Wong's (2000) model shown above (LQS 3 Artifact) references the "People Orientation" or a leader's capacity to develop those around them - their capacity to care for, empower, and develop the strengths of those around them. Please read my Reflections on "Getting Along" posted above to better understand my beliefs and leadership strategies related to this indicator.

#obsession #heartshapedrocks

# data[].attributes.body
This document contains some of my early synthesis of learning related to "Getting Real". I took some time to consider my values and beliefs and how these inform my preferred leadership style. I have so many artifacts. I think I will have a set of 'main' artifacts to represent each LQS indicator (I will post these tomorrow) and then in each section of reflection have other relevant artifacts to speak towards. This suits my visual nature.

# data[].attributes.attachment_link.title
GET Real - Part 1 - Values and Leadership Style

# data[].attributes.headline
ELQS 002 - Draft Planning - Living Exhibition Portfolio (LEP)

# data[].attributes.subject
ELQS 002 - Draft Planning - Living Exhibition Portfolio (LEP)

# data[].attributes.body
April 1, 2020
I am beginning to use my Commonplace as a place to draft my early ideas related to my Living Exhibition Portfolio Project. My final plan is to build a website using weebly.com to house this portfolio and to frame my presentation on April 18. I was hoping to use this space but padlet has too many limitations on what I can post and how I can make the material interactive.
My hope is that this project will become the online Leadership portfolio that I have always dreamed of starting! This portfolio could continue to be a reflection of my practice as I move into leadership roles in the future.

In the interim, I have begun posting some (draft) documents above. A synthesis of learning and reflections through the lens of  the GET (Growth in Educational Transformation) model of Transformational leadership. I will post these ideas in order and number/date the posts for coherency.  I intend to post my early artifacts, ideas, and written reflections related to this framework and the LQS indicators in this space by the end of day Sunday.

Wish me luck :)

Colleen

# data[].attributes.headline
ELQS 002 - Week 4   Draft ELQS_PGP Leadership

# data[].attributes.subject
ELQS 002 - Week 4   Draft ELQS_PGP Leadership

# data[].attributes.body
This document is my very first draft of my PGP for Leadership using the ELQS tool. I feel that I have strengths in areas related to relationship building, modeling commitments to professional learning, and leading a learning community as it relates to pedagogy and assessment. I have had to be "creative" in targeting areas for growth as I am not in a leadership role. In areas marked for growth, I very much see myself as a "beginner" moving towards a "developing" understanding. I plan to fill gaps in my understanding by first researching and looking for opportunities to audit processes/procedures and have conversations with mentors to build my understanding in these indicators. Within this document and below are readings and resources suggested by the Alberta Ed Self Reflection Tool to build capacity in the key competencies. This document is intended to be a working document, which I will update regularly.
Thank you,
Colleen
-

# data[].attributes.headline
ELQ$ 002 - Week 4 con't.....                                                               Dec2019 Leadership PGP Revised Version 

# data[].attributes.subject
ELQ$ 002 - Week 4 con't.....                                                               Dec2019 Leadership PGP Revised Version 

# data[].attributes.body
I revised my draft evaluation from December 2019 in Feb2020. This document shows the original document with revision marked in purple.

# data[].attributes.headline
ELQS 002 - Week 4    Leadership Readings: Resources from Alberta Ed LQS Self Reflection Tool

# data[].attributes.subject
ELQS 002 - Week 4    Leadership Readings: Resources from Alberta Ed LQS Self Reflection Tool

# data[].attributes.body
Here is an extensive list of readings offered by Alberta Ed to build capacity in the LQS competencies and corresponding indicators

# data[].attributes.headline
ELQS 002 - Week 4 con't....                                                                                        My Professional Practice Reflections on the Leadership Quality Standard (LQS) Feb 2020 

# data[].attributes.subject
ELQS 002 - Week 4 con't....                                                                                        My Professional Practice Reflections on the Leadership Quality Standard (LQS) Feb 2020 

# data[].attributes.body
I used the tool https://abselfreflectiontool.com/survey to create a more comprehensive assessment of my current Professional Practice related to the Leadership Quality Standards (LQS) 2019. The attachment shows a summary of my most recent self-reflection. This tool was first recommended to me by my leadership mentor (Principal Dani Sever) and later by Dr. Sherry Martens at the end of ELQS 001. I appreciate this tool because it permits on ongoing inventory of my LQS progress, as well as additional resources to supplement the support of each indicator. Reviewing the supporting information and resources has helped strengthen my understanding of each competency and corresponding indicator(s).

# data[].attributes.headline
ELQS 002 - Week 1 Reflections - Get Real 

# data[].attributes.subject
ELQS 002 - Week 1 Reflections - Get Real 

# data[].attributes.body
John,
Please find attached my Commonplace reflections for this week
Thank you :)
Colleen

# data[].attributes.headline
Final Reflection - Synthesis of My Learning

# data[].attributes.subject
Final Reflection - Synthesis of My Learning

# data[].attributes.body
November 30, 2019

I used to think that leadership is a right of passage for a chosen few. Being a principal was not for the faint of heart. You had to be cut-throat, decisive, and an infallible workaholic. School policy, procedures, and impending budget cuts had to fill your dreams. Joining this elite few meant ticking all the boxes and knowing all the right people. I tried modeling myself after this image. I tried ticking all the boxes. I shook all the right hands. I put on a brave face even when I wasn’t feeling brave. I tried to go it alone and avoided asking for help in hopes of looking strong. I got a 4.0 in my MEd…. and still leadership alluded me. I was left exhausted and feeling inauthentic.

I still worry about my mindset of self doubt (Phau, 2018). Classic imposter syndrome. I doubt my accomplishments and have a persistent secret fear that I will be exposed as a fraud. However, this course has begun chipping away at this self-doubt by teaching me the importance of being my authentic self towards becoming a school leader. I do not have to suppress the best parts of myself  - it is these parts that will mark my path towards becoming a transformational leader.

Leaders Light the Way

Now, my thinking has shifted. I believe that leadership is for the courageous of heart. Transformational leaders are not unicorns, they are real, and I have the capacity to be one. Empaths with a human-centered view of the world can be school leaders. The recurring and overlapping themes in the literature detailing the common characteristics of strong leaders (Sisodia, 2018; Spears, 2018) have helped me to see that my core values, belief system, and characteristics uniquely qualify me for leadership. I just have to remain posed, confident, and possess a strong sense of self-belief (Phau, 2018). My humanistic perspective and extension of self that includes others (Combs, Miser, & Whitaker, 1999) are assets, rather than weaknesses.  Leaders light the way by living and behaving their espoused values. The mantra lead by example holds true. How we conduct ourselves earns us the respect of those around us (Combs et al., 1999) and facilitates a culture shift, to one that values people first, knowing that results will follow. A transformational leader is someone who “empowers followers to become leaders through mutual responsibility and trust” (Lynch, 2015). Through self-reflection and self-awareness, they nurture a positive self-concept (Combs, Miser & Whitaker, 1999, p. 97) and work to “support the development of positive self-belief in others and promote the acceptance of different beliefs and perspectives” (p. 109).

Leadership Takes a Village

I once overheard an AP comment to a former principal that they would be happy to provide internal coverage for an absent teacher. The response was roughly “leadership leads, teachers teach, and we don’t blur the lines”.

This left me wondering, Why are there lines? Are we not all in this together for the common good?

The example of transactional leadership model (depicted above) has no place in schools. Leadership is about SERVICE, not about POWER and keeping the balance of it. Blanchard (2018) assures us that this is not about letting the inmates running the prison. Rather, school leaders know that true leadership is the responsibility of everyone. Leadership takes a village.  Servant leadership turns the traditional power leadership model on its head. The result? Leadership becomes less about Me and more about We. Servant leaders possess a serve-first mindset. They opt for service over giving orders, and choose humility over brandishing power. They empower others to lead. They place those on the front lines, who serve children, at the top and they act in servitude from the bottom up. The ultimate goal is to develop and align a staff's sense of purpose with the shared vision of school. This serves to build a culture where a Circle of Safety exists and where employees feel supported, cared for, and protected. They know that Leaders Eat Last and are further empowered to take risks, ask for help, to solve problems and make decisions towards a common vision.

Clear Leaders are Kind, but Firm Leaders

Brown’s (2018) advice that “Clear is kind; unclear is unkind” (p. 46) was important learning for me. Leadership is a relationship (source) and building strong relationships requires we communicate openly, honestly, and clearly. Not my strength, I’ll admit, albeit for all the right reasons - I avoid clarity to spare others' feelings. However,  Brown (2018) reminded me that “feeding people half-truths or bs to make them feel better is not helping them” (p. 46). Clarity is kindness. Honestly and openly sharing expectations, ideas, feelings, understandings, and vulnerabilities all promote clarity and build trust. Communicating truths in a kind way will be an important next step for me.

Faced with conflict, I will often attempt to keep everyone happy, usually at the expense of my sanity. I am learning that I can be firm and still work towards win-win resolutions.  I appreciated Brown’s (2018) model of “tough rumbles”. Further, Brown taught me that “other people’s emotions are not our jobs. We can't both serve people and try to control their feelings” (p. 69).

Establishing a school culture that is person-centred (Combs et al., 1999) and employ consultative, collaborative approaches to organizational decision making will minimize strife. Agreeing upon and embedding group rules/norms clarifying what open communication and shared responsibility for productive conflict resolution looks like into our daily practice ensures these processes become part of our school’s DNA or “fixed social reality” (Bolman & Deal, 1991, p. 172).

Leaders Seek Understanding

Leaders withhold judgement and seek understanding. They check assumptions at the door and if they need to judge, they judge circumstances, not people. Leaders are curious. They seek understanding rather than let assumptions colour their perspective. They are not worried about not appearing to have all the answers. Brene Brown (2018) reminded me to adopt positive assumptions, meaning to generously operate from the position that everyone is doing the best they can. If motivations are unclear, I must use advocacy and inquiry to seek understanding instead of judging too quickly or too harshly.

An important part of getting informed requires that school leaders step away from the “dance floor” and day-to-day minutiae of school life to get a broader perspective of school context or culture by “getting on the balcony”. The more we can see, the more we understand so that we can effect change.

Leaders start with Why

I used to think that school leaders were responsible for driving change. I have seen countless school leaders try to persuade their staff to join the latest educational fad or bandwagon. The role of the principal was to be an expert of the WHAT and the HOW. To disseminate expertise about the latest pedagogy, technology, assessment strategies.

In considering Sinek’s Golden Circle of Why, the norm in education is to work from the “outside in” and school leadership delivers and implements the What and How using top down approaches. As a school leader, I plan to start from the “inside out” with our Why. This will mean  establishing a shared philosophy and common vision in and through community.

Leaders fight “Untruths”

I am not very good at "upsetting the Apple Cart" but as a future leader I need to step into the uncomfortable and always model standing up for what is right. One area I need to get informed and get going so that I may lead, is FNMI. Leaders challenge the process and work to correct injustices.

I was really proud of myself this past week when I waded into discomfort. I was acting Admin and was contacted by a parent who was threatening to unenroll her child. She took exception to the GSA activities in school and was further displeased that one of her child’s classmates and teachers were both openly gay. I was shaking with rage, but remained measured and composed. I listened, asked clarifying questions, and reiterated that she was entitled to her perspective. In the end however, I clarified and communicated our school values based in inclusion and celebrating diversity. She un-enrolled her daughter. I thought my principal (who was out of the building that day) would be p-o’ed. She wasn’t. She backed up my choices and told me she valued me. In a follow-up communication with the parent, she reiterated our shared narrative. We both wished the student and her family all the best. We took the high road and modeled grace.  We lost a student that day, but stood up for our community members and for our truth. I felt really proud.

My Next Steps in Learning

I have attached a copy of my LQS self-assessment indicating room for growth. I am pleased with my growth and look forward to the next steps in my learning. (see following references)

References:

Brown, B. (2010). Courage, compassion, and connection. In The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are.

Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House.

Bolman, L. G., & Deal, T. E. (1991). Reframing organizations. San Francisco: Jossey-Bass Publishers.

Combs, A. W., Miser, A. B., & Whitaker, K. S. (1999). Beliefs about People and Change. In On becoming a school leader: A person-centered challenge. ASCD.

Evans, R. (1996). The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation. The Jossey-Bass Education Series. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.

Lynch, L. (2015). Becoming a Transformational School Leader. Retrieved from https://www.theedadvocate.org/becoming-a-transformational-school-leader/

Phau, M. (2018). Mindset: The Lies that Bind. Retrieved from https://www.chrisheinz.com/blog/mindset-the-lies-that-bind

Porter, G. L., Wilson, M., Kelly, B., & Den Otter, J. (1991). Problem Solving teams: a thirty-minute peer helping model. Porter, G., Richler, D.(comps.), Problem Solving teams, 219-237.

Sinek, S. (2015). The golden circle. Gumroad. com, http://tinyurl. com/golden-circle-sinek.

Sisodia, R. (2018). Servant Leadership is Conscious Leadership. In K. H. Blanchard & R. Broadwell (Eds.), Servant leadership in action: how you can achieve great relationships and results (pp. 19–25). Oakland, Ca: Berrett-Koehler Publishers, Inc., a BK Business Book.

Spears, L. (2018). Characteristics of Servant Leaders. In K. H. Blanchard & R. Broadwell (Eds.), Servant leadership in action: how you can achieve great relationships and results (pp. 19–25). Oakland, Ca: Berrett-Koehler Publishers, Inc., a BK Business Book.

# data[].attributes.attachment_link.title
CParks_Nov 30 2019_Leadership Quality Standard Self-assessment document[1] (2)

# data[].attributes.headline
Week 9/10 - Final Commonplace Entry - Servant Leadership and Love                     

# data[].attributes.subject
Week 9/10 - Final Commonplace Entry - Servant Leadership and Love                     

# data[].attributes.body
Nov 29, 2019

This week’s readings evoked many emotions and instincts. Caring, joy, love, empathy, and the need to include, to trust, and to protect. This quote is everything for me:

“Our great collective calling in the world today is to enhance joy. That takes leaders with great hearts and great courage who seek only to serve, to imagine a better future, and to devise ways in which we can realize it together”
(Blanchard and Broadwell, 2018, p. 25).

It takes great heart and great courage to build and lead a learning community. Kouzes and  Posner (2012) emphasize that strong leaders model the way, inspire a shared vision, clear the path for innovation and positive change, enable others to act, and encourage the heart. This requires having the courage to go first, to lead and light the way, and then the love to step aside so that others can take the lead and truly shine.

What do I connect with? What will I carry into my leadership practice?

1. The Power of Inclusion and Enabling others to ACT

In my early career, I was a lone wolf and a glory hog. Look at me! Look at me! I grew up believing that if you want something done right, do it yourself. So, this is precisely what I did. I took on large projects and never asked for help because this was a sign of weakness. My reward? Burnout and isolation.

Kouzes & Posner (2012) emphasize that “leadership is a dialogue, not a monologue” (p.20), proving the old adage that there is no I in team. As a school leader, I am learning that the pronoun We must be a staple in my vocabulary. A strong leader “enables others to act not by hoarding the power they have but by giving it away” (p. 21). Enabling others to act and to lead, by stepping aside is an act of trust, of respect, of selflessness, of grace, and of love. Today, nothing brings me more joy than watching others realize their goals.

When leaders extend opportunities to a chosen few - a small group of loyalists - a culture of distrust results. People feel they don’t belong. Nothing frustrates me more than feeling like I am on the outside looking in. Under my leadership, I don’t ever want anyone to experience this loneliness. Everyone must be inside the loop (Kouzes and Posner, 2012, p. 21). Then, servant leaders step aside and empower others to implement the collective vision. Servant leaders lift others up, rather than tearing them down. This turns the traditional hierarchical implementation pyramid upside down; servant leadership means building capacity in our teachers and feel a sense of personal ownership and accomplishment (p. 21).

2. Servant Leadership - Love and Safety

The themes of LOVE and Safety in leadership keep resurfacing. The humanness of this really resonates with me and my practice. Kouzes and Posner (2012) assert that servant leadership encourages the hearts and minds of staff to “encourage them to carry on” (p.22). Recognizing, valuing, and celebrating contributions takes intention and time. A leader must slow down, live in the moment, and really connect with others to be successful here. This must be perceived a genuine: “Celebrate with authenticity and from the heart to build a strong sense of collective identity and community spirit that can carry a group through extraordinarily rough times” (Kouzes and Posner, 2012, p. 23). Further, Blanchard and Broadwell (2018) define Servant Leadership as “Conscious Leadership” and point to the importance of “being a conscious human being” in this role (p.23). My leadership must come from a genuine place of caring.

Being an empath, the idea of keeping others safe rouses deep, motherly instincts in me. We have all worked for leaders that ruled through intimidation and fear. Fear is antithetical to love. Blanchard and Broadwell (2018) maintain that “Conscious leaders seek to drive fear out of their organizations” (p.22). This quote has inspired me to think about ways of a leader to accomplish this. How can I help everyone in my organization grow and thrive? Overcome and conquer fear? Again,I have drawn strength and inspiration from the work of Simon Sinek. The concept of the “Circle of Safety” and Why Good Leaders Make You Feel Safe and “Why Real Leaders Eat Last” have helped me envision what Love and Safety will look like as I move forward in my leadership practice.

Blanchard, K., & Broadwell, R. (2018). Servant leadership in action: How you can achieve great relationships and results. Berrett-Koehler Publishers.

Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations. Panarchy, the collapse of the Canadian health care system, 124.

Sinek, S. (December 4, 2013). Why Real Leaders Eat Last: TED Talk [Video File]. Retrieved from https://www.youtube.com/watch?v=ReRcHdeUG9Y

Sinek, S (2014). Why Good Leaders Make You Feel Safe: TED Talk [Video File]. Retrieved from https://www.ted.com/talks/simon_sinek_why_good_leaders_make_you_feel_safe/transcript?language=en

# data[].attributes.body
“When you know your why your what has more impact because you’re walking in and toward your purpose” – Michael Jr.

# data[].attributes.body
Sinek (2015) reminds us to always focus on our Why first. In education, knowing Why is essential to innovation, sustainable change, and transforming practice. Knowing Why brings clarity and value to our work. Only then can we align with relevant educational research and pedagogy/practices to move us toward our goals (the What and How).

What I am ‘very clear about’ when it comes to education, teaching, and leading learning in a school setting?

As a Teacher

In my early career my Why was founded in academic achievement and the importance of instilling a passion for lifelong passion learning in my students. This passion would fuel their success, where success meant going to college or university, so they might have a fulfilling career. A Why influenced my strict upbringing in a privileged, middle-class family. I can still hear my father's voice.

Today, my Why has done a complete 180. I no longer correlate success and lifelong happiness with good grades and a white-collar career.  Education is about building relationships and about service. Everyone deserves to belong - this is my Why. I believe that as educators we must establish a school climate where all learners can feel safe, cared for, and experience a true sense of belonging. A place where they can first and foremost have their needs met. Today, my Why centers around helping my tiny humans to become the very best grown up humans they can be.

As an educator this meant focusing my practice on character education and most importantly, on putting Maslow before Blooms. Before we focus on "quality teaching and learning", or on "assessment or performance skills", we must first focus on establishing relational trust and ensuring our students feel respected, cared for, valued, and safe.

As a Leader

The same rule applies to school Leadership. Maslow before Blooms. Leadership founded in relationship and servitude, where the basic needs of any and all members in a school community, whether child or adult, are acknowledged and met. George Couros (2019) states “ If we want to do what is best for kids, we have to ensure that the people closest to them have what they need to do the best job possible. You can’t “serve” students unless you “serve” the people that work with them” (p.1). When all members of a school community feel valued, listened to, respected, supported, and celebrated, then we can move forward and learn and lead together. Couros suggests that transformational leaders invest in the people that invest in students (p.1)

References

Couros, G. (2019, April 14). Invest in the People that Invest in Students. [Blog post].Retrieved from https://georgecouros.ca/blog/archives/tag/simon-sinek

Michael Jr., (Sept 10, 2015). Know Your Why [Video File]. Retrieved from https://www.youtube.com/watch?time_continue=5&v=LZe5y2D60YU&feature=emb_logo

Sinek, S. (March 10, 2014). How Great Leaders Inspire Action: TED Talk [Video File]. Retrieved from

https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?language=en

Sinek, S. (2015). The golden circle. Gumroad. com, http://tinyurl. com/golden-circle-sinek.

# data[].attributes.headline
Week 3/4 Getting Along - Week 3 & 4 LQS Focus # 1, 2 and 5

# data[].attributes.subject
Week 3/4 Getting Along - Week 3 & 4 LQS Focus # 1, 2 and 5

# data[].attributes.headline
Week 3/4 Getting Along: Part One – Getting the Gossip on the Non-Uniform Day Debacle 

# data[].attributes.subject
Week 3/4 Getting Along: Part One – Getting the Gossip on the Non-Uniform Day Debacle 

# data[].attributes.body
Context
A few years ago, an interim principal (who was an external hire) made a unilateral decision to allow students a series of random non-uniform days at my school. He made the announcement at the student council meeting (which he ran) and had the class representatives share the news with their classes the following day. The non-uniform days were likened to dress down Fridays at the office. This had never been done in the history of our Charter School.  The student excitement was palpable, whereas the staff was livid. The decision disregarded the typical community-based approach to decision making (Lynch, 2015) and the common vision for the uniform’s purpose.

Very few acted professionally during the fallout. The principal’s style of “direct leadership” and micromanaging had not earned him the trust of the staff and the uniform debacle added insult to injury. Direct communication broke down. The “constructive personal responses” necessary to navigate conflict were nonexistent from either side (Bolman & Deal, 1991, p. 161). The next Monday staff meeting was tense. Some chose courage and expressed their viewpoints but the meeting quickly devolved into what can only be described as a shouting match. Feeling threatened, everyone mobilized in self-defence and the resulting “tunnel vision” further escalated the conflict (Combs, Miser, & Whitaker, 1999). Despite the concerns raised the principal said his decision was final and the meeting ended when a large group just got up and walked out. To keep the peace, the superintendent stepped in and cancelled the plans for the non-uniform days. However, nothing was resolved and the power struggles only worsened.

Analysis

The Thomas-Kilmann model (attached below) shows us the options we have when faced with conflict. The model details the pull between assertiveness or a “zero-sum” position focused on satisfying our personal needs, desired outcomes and agenda, versus cooperativeness focusing the needs of others, building mutually beneficial solutions and relational trust (Thomas, 1992).

In the scenario described, there was room for compromising and collaboration towards a win-win solution of sorts by collaboratively exploring a wider range of options through focused conversation, however the situation devolved into the kind of win/lose power struggle in the assertiveness/competing zone of the model. Mayer (2012) states that, “Power is the currency of conflict. Whether its exercise is intentional or not, when we are engaged in conflict our power is in play” (p. 67). For some this conflict framed a larger power struggle that lasted the entire year.

Bolman and Deal (1991) detail the consequences for the behaviour world and for learning under the “theory-in-use” leadership model where a leader who makes unilateral decisions and no apologies for their rational, top-down style is increasingly seen as defensive and unapproachable. This results in a defensive and mistrustful organizational culture as everyone goes into self-protection mode (p. 162). The core assumption is that others are the problem, so they need to change. Problems and conflicts are resolved in one’s private eco-chamber and pressure and indirect influence (manipulation, direct critique) are applied to get others to bend. This results in strained relationships and ultimately a deterioration in decision making and personal/organizational reflection and learning (Bolman & Deal, 1999, p. 162).

References

Bolman, L. G., & Deal, T. E. (1991). Reframing organizations. San Francisco: Jossey-Bass Publishers.

Combs, A. W., Miser, A. B., & Whitaker, K. S. (1999). Beliefs about People and Change. In On becoming a school leader: A person-centered challenge. ASCD.

Lynch, L. (2015). Becoming a Transformational School Leader. Retrieved from https://www.theedadvocate.org/becoming-a-transformational-school-leader/

Mayer, B. S. (2012). The dynamics of conflict: A guide to engagement and intervention. John Wiley & Sons.

Thomas, K. W. (1992). Conflict and conflict management: Reflections and update. Journal of organizational behavior, 13(3), 265-274.

# data[].attributes.body
https://www.123test.com/big-five-personality-theory/

# data[].attributes.headline
Week 3/4 Getting Along: Part Two - The “Non Uniform Day Debacle” - Focussed Conversation & The ORID Strategy  

# data[].attributes.subject
Week 3/4 Getting Along: Part Two - The “Non Uniform Day Debacle” - Focussed Conversation & The ORID Strategy  

# data[].attributes.body
Engaging in an exercise of perspective taking through focussed conversation important to get to the root of and navigate any conflict. The ORID method supports participants in checking their assumptions at the door in order to share and understand perspectives, clarify misunderstandings, and gain a broader understanding of the issue.

Objective Question: What do we currently know about this situation?

The Principal: In other contexts the principal noted the positive impact of special reward days on community building and student motivation. He assumes this formula will translate to CGCS. He deals directly with the students because he feels this decision is theirs. When he senses mutiny, he doubles down on his decision and tells the staff the non-uniform day will proceed as planned. He engages in self-protection becoming more assertive and confrontational.

The Student and Parent support for a non-uniform day is overwhelming. The students and parents were informed before the teachers.

The Staff perspective varies. Previously they were consulted when similar decisions were made. The “traditionalists” (who founded CGCS) feel antagonized, some remain neutral and some are in favour. A few staff members launch a whispering campaign. Others complain directly to the principal’s line manager. The staff meeting ends in a standoff.

Me - I am neutral in the beginning as I can see both perspectives. I prefer to listen and gather information to inform my perspective towards making a final decision.

Reflective Question:  Where are you confused?What is meaningful?

The Principal is confused because he is an analytical communicator who deals with issues logically. Communication is direct and to the point. He attaches no meaning or emotion to the uniform and has told the students/parents decision. The staff reaction is confusing for him.

The Staff: A collaborative, community-based approach to decision is the norm. Many of the teachers are “personal communicators”. Additionally, they feel their institutional knowledge is not being valued. The uniform, part of the original Charter, holds deep meaning. It “levels the playing field” by engineering social equity. With the social barriers of fashion removed, teachers can more easily teach our unique Go Girls curriculum.

Students and Parents: They are excited about donning “onesies” and pyjamas. Let’s be honest, who wouldn’t be? When they are told the day is cancelled they complain for three seconds and then move on, because that’s what kids do. Parents want a break from laundering uniforms.

Me - Frankly,  I am confused by the assumptions and lack of professionalism on both sides. I have a low tolerance for game playing and power plays.  I am usually the peacekeeper but even I know a lost cause when I see it.  I chose “avoidance”.

Interpretive Question: What appears to be the key problem(s)?

1. Meaning and Belief: The lack of understanding around the meaning of the uniform was a key problem. Our school’s vision, beliefs, and values align with the Charter’s mandate and the uniform is a key part of this. When “needs”, beliefs, and/or informal group norms of the various stakeholders are not fully understood and/or disregarded conflict bubbles.

2. Communication and Decision Making: Those involved have different approaches to decision making and communication. When two groups have vastly different views on how organizational decisions are made and subsequently communicated, conflict is inevitable. Established norms around communication/decision making were not understood.

3. Power:  Power struggles were common at CGCS, especially when organizational change was on the table. At the time, a small group of teachers held a lot of social currency and power and were capable of wielding this to influence others and to achieve their desired outcomes.

At the time it was critical to ask “What is this really about?”. The uniform-day was not the real issue, it was only the catalyst that revealed much deeper, systemic problems in the school. As a result, assumptions were made, communication broke down, and relational trust was damaged.

Decisional Question: What types of changes do we need to make?

Beginning with organizational “norming” would help to clarify existing processes around decision making and communication before a conflict escalates. This helps to build shared frameworks, common language, and shared understanding (Bolman & Deal, 1991). Setting intention around building individual and organizational capacity in effective communication is key. For example, we traditionally began each school year with the “4 Compass Points” or similar activity to help understand our differences and common ground. This fact wasn’t shared with the principal so it wasn’t done. Was he really set up for success?

Since this situation escalated so quickly, an impartial moderator would have proven useful. Having someone mediate a focussed conversation supports open communication and facilitates the safe space necessary to publicly address misconception and assumption openly by combining advocacy with inquiry. Sharing and recognition of perspectives using empathy fuels connection and paves the way for a strengths-based solution that will “emphasize mutual goals and common influence” (Bolman & Deal, 1991, p. 164). This type of win-win solution would also effectively shift the dynamics of conflict and redistribute the balance of power.

If the conditions are right, an open and honest discussion would make room for change and new ideas. Could a compromise be found or maybe even a collaboration where the realm of possibilities be expanded? I always wondered if a non-uniform day might be attached to fundraising for a charity of the students’ choice?

I suppose we will never know in this case. The superintendent’s intervention ended the situation in “avoidance” – neutrality was maintained and everyone withdrew (Thomas, 1992). A teachable moment/opportunity was missed. The conflict went unresolved. The principal in the end didn’t keep his job and to this very day, the staff still talks about “that staff meeting”.

# data[].attributes.body
Learning the So What?

At Queens, I trained as a middle school/high school social science teacher and taught History 10 in Ontario for several years. Fast forward to last year when I attended a PD session “Understanding the Indigenous Metis’ Dynamic Inclusive History” hosted by Darcy McRae, Metis Nation of Alberta, Region 3, Historian. My long-held belief that Metis people were only of French-Indigenous descent and that the culmination of their peoples' history was the Red River Rebellion Louis was fiction. How many young minds had I led astray? Misinformed? This experience made me recognize the depth of my own miseducation and the importance of dispelling the myths and “untruths” surrounding indigenous history in Canada.

This past year, my focus has been on discovering the so what with a professional focus on (1) “Learning to Be” or developing an understanding and awareness of the importance of embedding indigenous ways of knowing and (2) “Learning to Know” or working to develop foundational knowledge and understanding of historical events/current contextual realities (source). This has meant building my foundational knowledge around the terminology and diversity, particularly as it relates to the Alberta context. One useful PD experience I recommend is the Stepping Stones workshop.

So.....Now What?

In reviewing the Empowering Spirit resources I have much work to do. In all honesty, the fear of getting it wrong is holding me back. Last year my colleagues and I shared this fear with Cheryle Chagnon-Greyeyes who was in our school to perform a blanket ceremony and sing traditional songs with our students. She reminded us that there is no roadmap to chart our course - that we must assume positive intentions and set out with good intentions in the work that we do. If we set out with good intentions and we misstep this will be alright as long as we are humble as learners, reflect on this learning, and then set out to do better in collaboration with the indigenous community. This mindset creates a safe space for teachers like myself as we embark on the work of “Learning to Do” and “Learning to Relate”. I feel that this work is still very much an “add on” in my practice and I have to set intention around making it a way of doing. As Math teacher, I am continuing to look for ways to incorporate into my practice and am finding inspiration in the work of other teachers. For example:

https://www.cbc.ca/news/indigenous/ts-msyen-indigenous-math-curriculum-cedar-weaving-1.4922447

Additionally, think my next steps might be well informed by the Weaving Ways resource found on the Empowering the Spirit Classroom Resources page.  The guiding questions (see below) provide useful tools to frame my next steps in my classroom practice. Definitely a lot to think about.

# data[].attributes.body
Kindness is My (Leadership) Superpower

Pfau (2015) details how a damaging generated mindset, formed by our lived experience, can bind us. I have come to believe that the most damaging lies are not necessarily the ones we tell ourselves, but those that others tell us. We internalize these harmful narratives and assumptions, sowing the seeds of self-doubt. One such lie is that I am too nice or too kind to ever be an effective leader. “Nice” is not a quality commonly associated with traditional definitions of leadership (Bass & Riggio, 2006). Pushovers are not be leadership material; they are less ambitious, less intellectual, less resilient, and less driven (Hauser, 2018). Once, a principal made it their personal mission to “toughen” me up and “make a leader” out of me. In the end, trying to please this person by becoming someone I wasn't left me feeling inauthentic and lost.

Combs, Miser & Whitaker (1999) stress the importance of leaders taking personal and professional inventory towards cultivating positive self-belief. This process requires we acknowledge, embrace, and further cultivate our strengths. Pfau recommends that you “orient your life around your wiring – your strengths, personality, values, gifts and talents. Look for ways to use them every day so you can lower the time you work outside your zone of strength” (Pfau, 2015, p.1).  In The Myth of the Nice Girl, Fran Hauser (2018) challenges the faulty assumption that being nice and being a leader are mutually exclusive. Today, I have come to know that being “nice” is my personal and professional capital. I am coming to learn that as a transformational leader  - my kindness, and similar core values and beliefs such as fairness, courage, resilience, integrity, and empathy - are all essential leadership assets that I possess.

Lynch (2015) asserts that “what distinguishes a transformational leader is the combination of head and heart, and the ability to understand and apply emotions effectively to connect with and influence followers” (p.1). I have always been human centered in my daily life and my work. My ability to lead with both head and heart, coupled with my core values and beliefs will inform a leadership style that works to foster effective relationships by leveraging individualized consideration (Bass & Riggio, 2006). I have learned to foster relational trust by prioritizing connection, empathy, listening over talking and by always assuming positive intentions. I fundamentally believe  that we must “behave our way to trust” (Fullan, 2018) and that transparency, honesty, and integrity are paramount. The trust and respect that I have earned from colleagues by living my core values openly and honestly has inadvertently blessed me with opportunities to mentor and build professional capacity in others.  I have become passionate about helping others to achieve their goals and reach their full potential in our profession and expect this will become a foundational part of my emerging identity as a transformational leader.

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Psychology press.

Combs, A. W., Miser, A. B., & Whitaker, K. S. (1999). On becoming a school leader: A person-centered challenge. ASCD.

Fullan, M. (2018). The principal: three keys to maximizing impact. San Francisco, CA: Jossey-Bass, a Wiley brand, Ontario Principals Council.

Hauser, F. (2019). The myth of the nice girl: achieving a career you love without becoming a person you hate. Boston: Houghton Mifflin Harcourt.

Lynch, L. (2015). Becoming a Transformational School Leader. Retrieved from https://www.theedadvocate.org/becoming-a-transformational-school-leader/

Phau, M. (2018). Mindset: The Lies that Bind. Retrieved from https://www.chrisheinz.com/blog/mindset-the-lies-that-bind

# data[].attributes.headline
Week 1 Reflection - My Personal (Self-Belief) Inventory 	

# data[].attributes.subject
Week 1 Reflection - My Personal (Self-Belief) Inventory 	

# data[].attributes.body
A Journey in Personality Tests

I work in a collaborative context, so I am no stranger to personality tests. Years ago, our staff performed the True Colours Personality Test to better understand ourselves and to build empathy for others as we worked collaborative towards our goals. It was no surprise that I was predominantly a BLUE person; I am human -centered, agreeable, empathetic, and will usually prioritize others’ feelings before my own. Now add a splash of ORANGE - I am resilient, readily embrace change, and prefer big picture thinking over minutia and checklists. I have also participated in a  “Compass Points” workshop where I landed in the South-West of the personality compass rose. Based on these criteria, I am a non-confrontational team-player who is sensitive, generous, and a good listener. I like using this test with students because it is more open to interpretation and less prescriptive.

In completing the Big 5 Personality Test for our Week 1 readings, it was no surprise to find that I scored highly in areas associated with Agreeableness, meaning I care deeply about others and value human connection. My natural reaction scores were also low meaning that I am calm and resilient when faced with change and stressful situations. My lower scores in the “openness” category were surprising, but on reflection I am innovative and take risks in my teaching practice but I am more conservative in my personal life.

From the Emergenetics perspective, my thinking attributes land mostly in the "social" (relational, intuitive, socially aware, empathetic) category as I love connecting and learning from others, but I could equally be considered “conceptual” in that I am a big picture thinker.  My behavior scores indicate that I am introspective and an easy-going peacekeeper who prefers a win-win approach to conflict resolution. Generally this makes me quite flexible and open to new ideas and change.

I certainly see the value in taking such tests but equally I think we must be mindful about how we use the results. In my experience these measures become problematic when results are used to justify the bad behaviors of certain users. Imagine an assertive colleague saying, “I am sorry interrupted you and lost my temper, but I am a GOLD person and it is more important to me that we get through our to-do list in this meeting first” or if a colleague who identifies as GREEN excuses confrontational behaviour by stating, “I am sorry, but I am not a people person" or "unlike you, I am a scientific and logical thinker so this makes it difficult for me to see your point”. We must understand that these tests are tools that provide us with some, but not all of the data we need to help build our collaborative competencies. That being said, I feel that the results of the tests I have taken offer me a useful personal inventory of my personality traits  and help me to better understanding the kind of leader I want to become.

# data[].attributes.headline
Additional Leadership Reading & Resources

# data[].attributes.subject
Additional Leadership Reading & Resources

# data[].attributes.body
Little tidbits of leadership wisdom.....

Simon Sinek
https://www.ted.com/speakers/simon_sinek?language=en
https://simonsinek.com/

Sheryl Sandberg - Lean IN: Women, Work, and the Will to Lead

Brene Brown

The Edvocate

ASCD Educational Leadership

# data[].attributes.attachment_link.title
Why good leaders make you feel safe | Simon Sinek | TED