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My take-away from the article contrasting the hierarchy leadership style vs the team leadership style is the latter allows opportunity for everyone to have a vested interest in the achievement of goals. The team leadership style does not require one person to know everything. You are able to take the wealth of knowledge and experiences from the team to get the job done.

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My take-away from the article contrasting the hierarchy leadership style vs the team leadership style is the latter allows opportunity for everyone to have a vested interest in the achievement of goals. The team leadership style does not require one person to know everything. You are able to take the wealth of knowledge and experiences from the team to get the job done.

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As I reflect on today's meeting, I walk away with several points to ponder. Leaders are responsible for ensuring that we function with shared leadership. Opportunities for all to show growth opportunities and leadership qualities. All members must be accountable to the team.

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Its important to maintain a growth mindset as a leader. I must build up, encourage, and inspire my team on a daily basis so that we can move our students to where they need to be.

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Its important to maintain a growth mindset as a leader. I must build up, encourage, and inspire my team on a daily basis so that we can move our students to where they need to be.

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My take away is to build a team,model create an environment in which all members are accountable as a whole. 

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My take away is to build a team,model create an environment in which all members are accountable as a whole. 

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As a Leader, I want to be able to inspire and encourage others. This sentence stood out for me in the article... The Team Leadership Model promotes the processes of team leadership and team building as growth opportunities.  It advances the assumption that all members have the ability to inspire others, to reflect on their actions, to increase self-awareness and to leverage their relational capabilities and build positive, impactful relationships.  

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As a Leader, I want to be able to inspire and encourage others. This sentence stood out for me in the article... The Team Leadership Model promotes the processes of team leadership and team building as growth opportunities.  It advances the assumption that all members have the ability to inspire others, to reflect on their actions, to increase self-awareness and to leverage their relational capabilities and build positive, impactful relationships.  

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I

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As a leader we are responsible for ensuring that

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This year's retreat was very personal! Not a matter of routine. The vertical collaboration about data was powerful and I believe created an opportunity for us, as colleagues, to look at the work we all do in new and exciting ways!  The overall feel for the day was loose and inviting, which allowed us to think freely and be very honest!!!!!! This is they start of HEH best year yet!!

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I would rather have an outward mindset so that I am working collaboratively with my teammates in order to meet the goals of our schools mission and vision.

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I would rather have an outward mindset so that I am working collaboratively with my teammates in order to meet the goals of our schools mission and vision.

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Take others thoughts and feelings into consideration when making important decisions for the good of the group. Everyone may not always be on the same page but the goal should always be to do what’s best for the students and the school community.

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As a result of the video and the information discussed, I am aware that my "mindset" sets the tone of expectations and actions. Therefore, I intend to be conscious of them both as I walk this exciting journey

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I'm motivated to be the leader I would want to follow. One focus is to have an outward mindset and to reflect on all of the leader characteristics that were discussed today. I feel I possess some qualities that were mentioned, so I will select 2 that may not be a strength and nurture them. Enjoy the rest of your summer!!!

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The type of leader that I would like to be 

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The type of leader that I would like to be 

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Encourage your team, "you feel more valued if you feel seen". Motivate individually and encourage so your team feels seen, heard, and valued.

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Encourage strengths of team members.

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"they are either hooked on control or of the firm belief that leaders are simply born which leads to the conclusion that leaders are in short supply"

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The transformational coach encourages every student-athlete to reach into their reservoir of beliefs about what is possible for them to accomplish when engaging in learning how to lead and team build.

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The Students and Teachers of Hamilton E. Holmes Elementary will LEAP beyond expectations by BELIEVING in themselves, CONQUERING rigorous academic standards and INSPIRING their peers and teachers to achieve GREATNESS in all their challenges.  Families, Community Partners and Staff will UNITE to protect, nurture and provide an environment that is safe, inviting and engaging for ALL Students.

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9:00-9:15 Greetings and Breakfast
9:15-9:45 Believe
9:45-10:45 Conquer
10:45-11:00 Break
11:15-12:00 Inspire
12:00-12:45 Unite

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Outward Mindset

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Inspire - How can we support each other when times get tough?

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Inspire - How can we support each other when times get tough?

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Free Throw Conversation.
2 baskets = Change Reflections
1 basket = Way to inspire others
0 = something that went RIGHT, so let's continue it.

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Conquer - Data Discussion; What's Your AHA 

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Conquer - Data Discussion; What's Your AHA 

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Primary and Intermediate Conversations. What are our next goals? How can we support each other?

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Leadership Examination - What Type of Leader Do you want to be?

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Leadership Examination - What Type of Leader Do you want to be?

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Making Something out of Nothing

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Noticing a Mighty Oak in the Tiny Acorn

Cory Dobbs, Ed.D., The Academy for Sport Leadership

One thing I know is true: everyone I meet has more learning and doing capacity than I am aware of, just like the mighty oak hidden in every tiny acorn. My work with The Academy for Sport Leadership has led me to conclude that a shared leadership system is far more productive than the hierarchical model embodied in the traditional team captain model. I call the participative model, which rests on the practice of mutual learning, the Team Leadership Model.

The Team Leadership Model promotes the processes of team leadership and team building as growth opportunities. It advances the assumption that all members have the ability to inspire others, to reflect on their actions, to increase self-awareness and to leverage their relational capabilities and build positive, impactful relationships.

At the heart of the leader in every locker framework is the core belief that every student-athlete has the ability to learn and develop leadership skills. The transformational coach encourages every student-athlete to reach into their reservoir of beliefs about what is possible for them to accomplish when engaging in learning how to lead and team build. When the student-athlete does this they come to believe that more is always possible.

The coach with the ability to see more than a small capped nut will always be rewarded. More importantly, his players will grow in ways that can only happen in the right environment.

Teams that I've worked with that have utilized the team leadership framework-a leader in every locker-have enhanced interpersonal activity and collective effectiveness in the four domains of team sport-the physical, intellectual, emotional, and social domains. The essence of the leader in every locker model is that student-athletes learn to teach and learn in an interactive way so everyone grows individually while expanding the technical and the relational capacity of the team.

The Team Leadership model creates an environment in which members are accountable not just to the coach, but to the team as a whole. This sounds good to coaches, but very few actually practice the Team Leadership concepts. The reasons coaches balk at the idea of Team Leadership- leadership from every locker -is that, in general, they are either hooked on control or of the firm belief that leaders are simply born which leads to the conclusion that leaders are in short supply.

Some coaches will admit this, many won't. The old way of thinking is comfortable and less time consuming. But, let me say again, my research strongly suggests the traditional captain mode is very limited. The team captain model as practiced by most coaches is a sink or swim proposition.

When you choose to make leadership and team building skills and abilities for all players a priority, not only do you increase responsibility and reliance on one another, you change how your student-athletes interact as leaders and followers.

Okay, lift the hood. Kick the tires. Compare the assumptions that undergird the two models.

The Two Major Leadership Frameworks Traditional Team Captain Model (Rank-Based) VS. Team Leadership Model (Peer-Based)

Starts from a position that leadership is exclusive; leaders possess the "right stuff"

Starts from a position of leadership as inclusive; everyone is invited to lead self, others, and with others to create individual and team well-being

Fixed mindset; leadership can be learned to some extent, but mostly a unique genetic endowment

Growth mindset; basic and advanced qualities and skills can be cultivated

About the Author
Dr. Cory Dobbs is a national expert on sport leadership and team building and is the founder of The Academy for Sport Leadership. A teacher, speaker, consultant, and writer, Dr. Dobbs has worked with professional, collegiate, and high school athletes and coaches teaching leadership as a part of the sports experience. He facilitates workshops, seminars, and consults with a wide-range of professional organizations and teams. Dr. Dobbs previously taught in the graduate colleges of business and education at Northern Arizona University, Sport Management and Leadership at Ohio University, and the Jerry Colangelo College of Sports Business at Grand Canyon University.
NEW RESOURCE
Coaching for Leadership: How to Develop a Leader in Every Locker. ($24.99)
The Academy for Sport Leadership www.sportleadership.com
The Academy for Sport Leadership's underlying convictions are as follows: 1) the most important lessons of leadership are learned in real-life situations, 2) team leaders develop best through active practice, structured reflection, and informative feedback, 3) learning to lead is an on-going process in which guidance from a mentor, coach, or colleague helps facilitate learning and growth, and 4) leadership lessons learned in sport should transcend the game and assist student-athletes in developing the capacity to lead in today's changing environment.

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Making Something Out of Nothing - Football Toolbox

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Cory Dobbs, Ed.D., The Academy for Sport Leadership One thing I know is true: everyone I meet has more learning and doing capacity than I am aware of, just like the mighty oak hidden in every tiny acorn.

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Believe - Why Are You Here? Duties and Responsibilities

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Believe - Why Are You Here? Duties and Responsibilities

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1. Attend all Leadership Team meetings.

2. Disseminate information from Leadership Team meetings to teachers on the grade level.

3. Bring specific grade level problems to the attention of the principal, assistant principal.

4. Assist new teachers at the grade level.

5. Assist with distribution of materials, curriculum, supplies, etc., and with inventory at the grade level.

6. Chair grade level meetings.

7. Select ad hoc chairman as needed — inventory specialist, discipline chairman, secretary, assistant grade level chairman, safety committee  rep etc.

8. Act as a liaison between grade level teachers and administration.

9. Review all meeting notes (PLC and Grade Level) before submission

10. Ensure all deadlines are met.

11. Review all purchase orders before submitting them to administrators.

12. Review GKIDS for accuracy, etc. (Kindergarten grade level chairman only).

13. Help teachers solve minor problems before they become major.

15. To ensure the high quality and timely completion of lesson plans, review draft plans and provide teachers with feedback.

16. Be able to have productive crucial conversations.