b.) I really liked the TED talk that explained how great people (and organizations) will always consider “why do we do what we do?” and will convey the answer to that question to their community (or consumers). I like that viewpoint because it puts the community first. I think that it would be a good strategy for principals to consider why they do what they do, and the people that they are doing it for. 

The strong leader holds themselves responsible for the success or failure of the task at hand, a poor leader passes the blame to others.  Even if someone below them was technically responsible for the failure, the leader should realize they are at fault for selecting the wrong person for the task.

I feel that I have leadership qualities and hope to demonstrate that in my educational community.

 

I would really like to see someone who not only had a vision for the school and a strategy to get there but possesses the ability to motivate people to get there.  This was something that Dr. John Kotter spoke of as he separated leadership from management qualities.  More of a motivator and less of a manager.  Dr. Kotter also spoke of being ‘over managed and under led’.  Great leaders trust you to do the job they have given you and not micromanage you.  A good leader actually understands what is behind the slogans they put forward.  

 

Across the playlists I noticed that the qualities I admire in a leader seem to be part of the bigger pattern.  The most important issues are to be accountable for yourself and to trust your employees.

B.) The following characteristics (in no particular order) are what I would like to see in a principal: Vision/purpose, Creativity and innovation, Good Communication, Collaboration, Positive attitude, Open mindedness, Motivation, Trust, and Empathy. 

Both Transformational Leadership, and Growth Mindset styles were inspiring to me. I believe great things can be accomplished when there is a shared vision that coincides with people’s personal and professional goals. This belief correlates with Simon Sinek’s mantra, “Why you do it?” Connecting people who share the same educational beliefs can foster trust and loyalty among a community and inspire others to follow. Carol Dweck’s mantra about “praising the process”  and “the power of yet”, resonated with me as well. Working within an environment where these beliefs are embraced will foster engagement and creativity that schools need to be transformed. Across the playlists I can see how our qualities and views of leadership directly correlate to the AASL standards we are working towards with our learners specifically collaboration, inquire, and explore.  When students are exploring these key commitments we are able to prepare them for leadership roles no matter where their future will take them. 

I define a leader as a charismatic individual that has the ability to inspire others to take risks, and feels free to take risks themselves. They have a clear vision of their goals, and they are passionate about fulfilling those goals. They bring people together to achieve those goals, and they have management skills (naturally or with training) that enable them to pinpoint the skills in others that can be helpful in a collaborative setting. A good leader does all of this while making it look effortless, and makes the other members of the group feel like equals regardless of the tasks. 

d. 

After having some discussions with my principal, I am becoming more and more aware of how stressful his job is right now. Reopening has not been easy, and in addition to the unique challenges this school year has presented us with, we have had a few incidents that have added to that stress. Without going in to too much detail, we had to make staffing cuts recently, and it has been putting a strain on everyone. The responsibilities of those employees have not vanished, and so they are being fulfilled by others, admins included. I have been trying to find solutions to some of the issues we have been facing, but I am also not trying to be pushy, and overwhelm my supervisors with my enthusiasm about my ideas.

Within our class, I always appreciate Meg and Dierdre’s comments. I can see how they are leading from the library and how committed they are to serving their students and learning communities, while building relationships within their schools. Thank you for always being willing to share your experiences!

In a “yes” culture, the boss/leader gets to know us on a professional and personal level. Because they have invested in the relationship, they clearly know our strengths and what motivates us. Because of this, they direct projects our way that are empowering and exciting. The overall team feels valued and part of a creative collaboration vs. trying to compete with each other for approval. They help without asking and share openly. As Melissa Thom expressed in her webinar: positivity is contagious.
 
 b. I understood from our readings that principals tend to be conservative, yet supportive and nurturing. They are “leading to learn.” Therefore, I would most like to see my (first) school principal as open-minded to having conversations about ideas, even if they are not ready to make changes yet. Any conversation allows for seeds to be planted and we can nurture those 
seeds and perhaps make changes at a time that is better for the principal’s vision. If the principal has shared a clear vision for our school, we can find ways to make the changes we need to fit within this. This support “to take risks” is inspiring to me. It is motivating and validating to share ideas that we are excited about, but it also leaves us vulnerable. We need principals to be our foundational support. 

D. I have often in the past heard teachers complain about how every few years there’s a new educational trend that administrators latch onto. It’s bemoaned that whenever teachers are now feeling comfortable with a new addition, it is then changed or something new is added and it leaves teachers struggling to continuously adapt to the whiplash. With that exhaustion comes people who are increasingly hesitant to follow that vision, thus creating colleagues who are the antithesis of what Simon Sinek advocates for in his video. While I empathize with teachers, I can now see the unique stresses of an administrator as a leader who is in charge of both inspiring growth for teachers and students as well as taking care of the daily running of a school.The inspiration and the vision may be there but it can get bogged down with all the other things that need to get done first. Having and working towards a vision of growth in a school can almost feel like the self-actualization at the top of Maslow’s hierarchy of needs for the school. Having a vision to reach for is great but when you have to ensure that students and staff feel safe in the environment, have opportunities to meet their basic needs during the school day, support belongingness and positive school culture, and show support and appreciation for all, it can feel like that great vision needs to take a backseat. I think this is also why it feels like things are always changing. If we can inspire teachers to buy in more to the vision, they may be able to support the vision better than if the principal sets out a new trend-based initiative without fully communicating the passion behind it. Understanding this, I can see how the library is perfectly aligned to support the vision in the classroom. It is up to us librarians to creatively plan ways to support the administrator and provide concrete supports for teachers to incorporate these goals in their lessons.