Since working this year as the Student Services Coordinator – Counselor for the Grand Saline Intermediate School, I have noticed the heaviness of being a campus leader.  Leadership is defined as leading a group of people or an organization.  Many times as the school counselor, you hear lots of negative information from students, parents, and teachers.  It is essential as a school leader that you keep yourself guarded and not pass this environment on to students, parents, or co-workers.  It can be challenging to make decisions knowing they are the right decisions, although not the fashionable decisions others may want.  This year before the Christmas break, our campus principal was caught in a compromising position, which led to their immediate resignation.  This unforeseen event shook me to my core and caught me totally by surprise.  I still cannot understand why someone would work so hard to achieve their goals and then throw them away so easily.  At our campus, I am next in command, after the school principal.  The events of this past semester caused me to be a better leader and step back and look at the bigger picture.  School leaders must look at the big picture and not just focus their attention on one specific area or one particular campus.  During this time, I have learned that many teachers do not understand the administrative duties and responsibilities of counselors, principals, and superintendents. 

     When I think of great leaders, I always gravitate toward the older generation of who fought in World War II as well as our men and women in uniform.  My grandfather’s generation of WWII vets seemed to be a fearless generation of individuals who fought for the freedom of the whole world.  Recently reading a Time Magazine dedicated to the life of Anne Frank has resolidified the courage this generation had.  I hope I am wrong, but I do not feel like today’s generation of individuals would be so quick to put themselves in harm’s ways.  We seem to be living in a more “me” centered age of people; therefore, cooperation and collaboration among school employees, parents, and students is necessary to ensure school success.  As noted in a recent article, “Effective collaboration is an integral part of leadership and necessary for student success. It takes faculty leadership skills to promote collaboration in the classroom activities and projects that relate directly to the course content”  (Smith, Minor, Brashen, & Remaly, 2017).  As well, an effective leader can help staff and students by being an instructional, educational leader.  In a journal article written in 2018, an instructional leader is an educational leader who provides direction and strives to improve instructional practices, supervises teaching, assesses the quality of instruction, and gives feedback to staff.  This instructional leader also aligns instructional programs with school goals, provides the motivational and material support required to improve teaching, establishes academic goals for students, and works on the development of instructional strategies while monitoring student success (Gumus, Bellibas, Esen, & Gumus, 2018). 

The current direction of our school district and campus most closely resembles the definition of an instructional leader.   Our current principal and I at Grand Saline Intermediate School work closely together on our campus to ensure we are following the guidelines of an instructional leader.  For example, we assist teachers and students in setting grade level, classroom, and student goals, as well as looking for ways to continue to engage students and teachers in instruction.  Although this is an older style of leadership,  it appears to be making a comeback in school districts, campuses, and classrooms across Texas.

Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management & Leadership, 25 - 48.

Smith, G., Minor, M., Brashen, H., & Remaly, K. (2017). Successful instructional leadership styles in education. Journal of Instructional Research, 46 - 52.

Emotional intelligence is the process of controlling your own emotions as well as helping control the emotions of those under your leadership or guidance.  Emotional intelligence in leadership requires leaders to utilize self-awareness, self-regulation, motivation, empathy, and social skills (Mind Tools Content Team, 2020).  I believe great leaders display their real leadership qualities when interacting with others, and a leader in touch with their emotional intelligence will lead others to become their best selves.  During my employment history, I have worked with leaders who have guided me into successful opportunities.  In contrast, other leaders have discouraged me, and I allowed the discouragement to keep them from being successful in that environment.

Self-Awareness – helps one understand their strengths and weaknesses.  Due to childhood incidents and prior employment experience within the juvenile justice system,  I consider myself to be a big people watcher; therefore, I would expect my score to be high in this category (Mind Tools Content Team, 2020).

Self – Management – someone who can self-manage, controls their words, and does not verbally attack others.  As well, they control their emotions, decisions, and consistent work to stay in control.  I have trouble controlling my worry; therefore, I might not score as high in this category (Mind Tools Content Team, 2020).

Self-Motivation – self-motivated people are consistently setting and accomplishing goals for themselves and those under their leadership. I feel like this is an area that I will score high in; however, I am unsure of what results would come from the assessment (Mind Tools Content Team, 2020).

Empathy – an empathetic person can put themselves in the position and situations of others.  I believe I can understand what others are experiencing and offer hope and support (Mind Tools Content Team, 2020).

Social Skills – leaders who have good social skills are excellent communicators.  These communication specialists can use their talents to manage and resolve conflicts among individuals (Mind Tools Content Team, 2020).

            My scores on the Global Emotional Intelligence Assessment are as follows: Self-Awareness 7, Self-Management 8, Social-Awareness 8, and Relationship-Management 9.   Although I struggle with worrying about things beyond my control, I easily recognize my emotions.  

Scoring a 7 out of 10 in self-awareness ensures that 70% of the time, I acknowledge my strengths and weaknesses.   Realizing the strengths and weaknesses of yourself and others ensures you know how to utilize each individual to the best of their ability.  Scoring an 8 out of 10 in Self-Management ensures that 80% of the time, I can control my words and actions and not use my emotions to attack others verbally or physically.  With 8 out of 10 or (80%) in social-awareness, I can easily understand the social needs of the students and teachers around me.  High numbers in social-awareness acknowledge people who are success driven.   A Relationship-Management score of 9 out of 10 or 90% is not surprising.  Growing up, as a child, my parents struggled in their marriage.  I did not want my kids to experience the same situations I did as a child; therefore, I chose a long time ago to keep my relationships and emotions under control.  As well, living in an unstable environment will cause you to be entirely aware of the feelings of others.  This simple assessment is a great tool to ensure that educational administrative staff, principals, counselors, and teachers are knowledgeable of their emotional intelligence.

            The Global Emotional Intelligence Assessment is an excellent tool that allows users to understand their emotional intelligence in a more significant way.  As an education professional, this tool gives an in-depth glimpse into the emotional, mental health of its’ users.  There can be many challenges when working with students, parents, and other co-workers.  This assessment can be utilized as a tool to help us understand our emotional strengths while giving us areas where we need to improve.  Although the Global Emotional Intelligence Assessment is a strength in many ways, it has limitations.  This assessment is only as functional as the honesty of the user.  For example, if the users of this assessment are not honest with their answers, then you will not get an accurate picture of the strengths and weaknesses of the user.

            Since I have a Texas Principals Certification and will soon have a Texas School Counselor Certification, there are different areas where this assessment will be useful.  First, as a principal, I would utilize this emotional intelligence assessment to encourage teachers to understand where they are emotionally secure as well as areas where they could improve.  We could then categorize our weak areas and discuss ways to professional improve ourselves.  As a counselor, this tool can be used for middle and high school students as a tool to help them understand where they are emotionally secure.  Once strong areas are recognized, then the counselor and students can discuss ways to make themselves stronger in emotional intelligence.

 

 

 

Mind Tools Content Team. (2020, March 21). Mind Tools. Retrieved from Emotional Intelligence in Leadership: https://www.mindtools.com/pages/article/newLDR_45.htm

School Counseling System In Crisis

            In West Phoenix, Arizona, school is busier than ever before.  At Pueblo del Sol Elementary, a dual elementary and middle school, Janine Menard, the school counselor is active, ensuring she can serve as many students as possible.  At Pueblo del Sol Elementary and schools across the state of Arizona, there is a severe lack of school counselors.  Although the American School Counselor Association suggests, a counselor to student ratio of 250 to 1 currently, Pueblo del Sol has a counselor to student ratio of 1,100 to 1.  Pueblo Elementary is primarily made up of Hispanic and low-income students from troubled backgrounds such as domestic violence and drug addictions.  Additionally, standardized testing at Pueblo Elementary falls drastically below the state average, and kids come to school each day with many roadblocks blocking their pathway to success.  

The specific problem to be addressed within this Arizona school system, as well as districts across the United States, is the absence of mental health resources.  This lack of support within the school system is needed to meet the increasing needs of students.  Just recently, one of Pueblo del Sol’s brightest students committed suicide.  We must ask ourselves if school counselors were too busy to recognize the warning signs of depression and suicidal ideations displayed by this student.  In Arizona, “Years of cuts in the education budget have been devastating driving up teacher, and faculty turnover” (Quinn, 2019).  

A combination of educational funding, lack of mental health resources, and certified counselors, and an increase in the state population has led to a troubling situation for students and teachers in the Arizona school system.

            As noted by Study.com, an educational stakeholder is defined as someone who has a vested interest in the success and welfare of a school or education system (What Is a Stakeholder in Education, 2020).  The stakeholders involved in Pueblo del Sol Elementary are national, state, and local school administrators, the campus principal, and school counselors, as well as teachers, students, and parents.  However, the stakeholders most affected by this case study are the students and the school counselor.  Due to financial burdens beyond the control of local officials, Ms. Menard, Pueblo del Sol School Counselor, is the only school counselor on the West Phoenix campus.  Currently, Ms. Menard has a counselor caseload of eleven-hundred to one.  This unthinkable caseload is 850 students above the suggested 250 students by the American School Counselor Association.  It is humanly impossible for one school counselor to service eleven hundred students appropriately.

            Students within the Pueblo del Sol Elementary School of West Phoenix are in immediate need of school counseling and mental health services.  For example, many students face family challenges before arriving at school each day.  Ms. Menard is servicing students as frequently and efficiently as possible; however, one person cannot adequately provide services to this many students.  Therefore students are not receiving the assistance needed.  Ms. Menard verifies this student concern by stating that “she is overwhelmed by the number of students and their problems and that it impedes her ability to build a rapport with the most troubled students” (Quinn, 2019).  “A lot of kids are falling in the cracks” (Quinn, 2019) states Menard.  As evidenced, one Pueblo student committed suicide before they were able to get the proper assistance needed from the school counselors.  The loss of one student due to a lack of school counseling – mental health resources is not acceptable.  Additional stakeholders, such as the principal and local school officials, must be frustrated with the lack of funding available to school districts.  As a certified teacher, principal, and future school counselor, I do not believe that stakeholders are satisfied with the current situation of public school funding in Arizona.

            Within this case study, school counselor Janine Menard works diligently to ensure that the students of Pueblo del Sol Elementary receive the best services possible.  I believe Ms. Menard follows the guidelines of a transformational leader.  A transformational leader encourages the motivation and positive development of others, sets high moral standards, and promotes the same of others.  Additionally, a transformational leader creates a community-centered environment rather than a self-focused environment. Transformational leaders provide coaching and mentoring but allow others to make decisions to show ownership (White, 2018).  

Ms. Menard displays these qualities of a transformational leader by recognizing that she alone cannot meet the needs of the students.  As well, Ms. Menard serves as the chair of the Arizona School Counselors Association.  By serving as the chair for the Arizona School Counselors Association, Ms. Menard is utilizing her leadership schools by becoming involved in ways to change the counseling crisis in Arizona public schools.  Transformational leaders have the unique ability to communicate with and unite people from different backgrounds and ideas.  Many times Transformational Leaders are great communicators, an inspiration to others, loyal,  and can see past the current situation and look at the bigger picture (Craig, 2019).  

Strangely, within this case study, you never read much about ideas or plans that the school principal, superintendent, or local school board have to correct the difficulty their district is facing.  As an Angelo State University student with a Master’s Degree, Principal’s Certification, and future school counselor’s certification, it is troubling that the reader does not hear from the school principal, superintendent, or local school board.  On the campus of Pueblo del Sol Elementary, Ms. Janine Menard has taken on the role of the campus leader.  This innovative leader is creating pioneering ways to combat the lack of educational, counseling, and mental health resources available to public schools in Arizona.  Additionally, one must consider why a school principal would allow their campus school counselor to continue to try to meet the needs of eleven hundred students without any type of assistance.

District and campus leaders of West Phoenix, I.S.D., and Pueblo del Sol Elementary

must look closely at the school counseling and mental health crisis.  To more appropriately meet the needs of stakeholders, I would call an emergency district and campus meeting with all stakeholders of Pueblo del Sol Elementary.  This committee would work to address the following questions: what can district and campus leaders do to make sure that no other students commit suicide due to lack of mental health assistance?  How can the district and campus officials ensure that students who are needing mental health and school counseling assistance get the support they need?  What long-term plans can be integrated into the campus plan to ensure the future needs of the district and campus counseling program are addressed.  

            Upon completion of this initial meeting, the first action of this campus planning committee would be to locate emergency funding for mental health services.  Emergency funding could be found in Title 1. Grants, or other federal funding sources.  For example, under the Trump administration, Secretary of Education Betsy Devos recently allotted twelve billion dollars in emergency funding to school districts, which will be distributed to local education agencies.  Perhaps this committee could research the benefits of a collaborative effort between local colleges in which internships could be established.  These cooperative internships would benefit college students needing graduate – practicum hours as well as provide counseling services to students in need of school counseling and mental health services.  This goal if this committee is to ensure that no other students suffer due to a lack of counseling, counselor, or mental health resources.  

 

 
Craig, W. (2019, January 31). Forbes. Retrieved from 8 Must-Have Transformational Leadership Qualities: https://www.forbes.com/sites/williamcraig/2019/01/31/8-must-have-transformational-leadership-qualities/#72447fca1117

Quinn, M. (2019, July). An unanswered SOS. Retrieved from Governing The Future of States and Localities: https://www.governing.com/topics/education/gov-school-counselor-crisis.html

What Is a Stakeholder in Education. (2020, April 10). Retrieved from Study.com: https://study.com/academy/lesson/what-is-a-stakeholder-in-education-definition-examples.html

White, S. K. (2018, February 21). CIO. Retrieved from What is transformational leadership: https://www.cio.com/article/3257184/what-is-transformational-leadership-a-model-for-motivating-innovation.html

 

By: Charles J. Perritt

 | Information on the Person Interviewed
| Name: | Tina Core
| Title/ Position: | Grand Saline I.S.D. Intermediate School Principal – District Testing Coordinator - Diagnostician
| Career Background: | Mrs. Core received her Bachelor’s Degree and Teacher Certification in 1994.  Upon completion, Mrs. Core was certified as an Elementary teacher grades 1-8.  Mrs. Core taught a self-contained class as well as the Gifted and Talented program.  Later, she would serve as a middle school teacher grades 6-8 as well as a high school reading teacher, and Driver’s Education Instructor.  In 2007, Mrs. Core completed her Principal and Superintendent’s Certification, and in 2019 she completed the Special Education Diagnosticians Program.
| What do you perceive as their leadership style to be? | Based on the interview and working knowledge, I believe that Mrs. Core serves as a Transformational Leader.  She always encourages the motivation and positive development of others, sets high moral standards, and creates a community-centered environment.
| Why did you select this person? | In previous courses at Angelo State University, I interviewed several school counselors for class projects.  For this interview, I wanted to get a fresh perspective while remaining within the same environment.

 

1.      What is the most valuable lesson you have learned since working in a leadership role?

2.      What advice would you give someone going into a leadership position for the first time?

3.      How would you define the working relationship between the school principal and the school counselor?

 

4.      What is the most critical job of the school principal?

5.      How does a school administrator manage the different personalities of their team?

6.      What challenges do you face covering the duties of a principal, district testing coordinator, and diagnostician?

 

7.      What makes you thrive in your current position? 

8.      How has the COVID-19 Crisis affected your campus and your job duties as the campus leader?

 

9.      How do you provide feedback – redirection on your campus?

 

10.  Is there any additional information you would like to share?

 

 

Interview Analysis

 

            John C. Maxwell once said, “All human beings possess a desire to connect with other people” however, “…we must stop thinking about ourselves and begin focusing on the people with whom we desire to build relationships” (Maxwell, 2004, p. 57).  Mrs. Tina Core, became the Grand Saline Intermediate School Principal in November 2019, almost halfway through the school year.  This sudden transition was a particularly difficult transition for staff and students.  The previous principal of GSIS suddenly resigned in November 2019, after making some poor choices that compromised their position as the intermediate school principal.  The immediate and understanding guidance of Mrs. Core helped establish the new direction for this campus and its’ staff and students.  During this time of renovation, this leader displayed the qualities of a servant and a transformational leader.  

            A servant leader must ensure others have the knowledge, support, and resources needed to achieve their individual goals while promoting harmony in groups (Mind Tools Content Team, 2020).  A transformational leader encourages the motivation and positive development of others, sets high moral standards, and promotes the same of others.  Additionally, a transformational leader creates a community-centered environment rather than a self-focused environment and provides coaching and mentoring but allow others to make decisions to show ownership.  

This campus leader displayed the servant and transformation leadership qualities during our interview.  For example, Mrs. Core shared that building relationships and valuing people are the essential parts of leadership.  In her eyes, they are more important than teaching a subject, more important than state testing, and more important than a title behind your name.  “You have to genuinely care for those around you, whether it is a staff member, parent, or student” (Core, personal communication, 2020).  

            Mrs. Tina Core grew up in a low-socioeconomic home where she took on the role of a parent.  Overcoming all obstacles to success, in 1994, Tina graduated with her Bachelor’s degree, earning her teacher’s certification as an elementary teacher in grades 1 – 8.  In 2007, Mrs. Core completed her Principal and Superintendent’s Certification, and in 2019 she completed the Special Education Diagnosticians Program.  Mrs. Core credits her success in education due to her love for kids.  “I love people, and the interactions with all stakeholders excel me in my endeavors” (Core, personal communication 2020).  One of her most significant pieces of advice for future leaders is always to spend time with people and listen to what they are saying or not saying.  By showing interest in their well being, these simple steps add value to their lives (Core, personal communication 2020).  As educational leaders, people must find as much balance in their work-life and family life as they can.  During our interview, Mrs. Core cautioned that when you are promoted in educational leadership, you give up some of the freedom to do and say what you want without censorship.  Unfortunately, educators live in glass houses; the things you do and say are always on display.

            The daunting task of campus principal, district testing coordinator, and special education diagnostician can be challenging for the most experienced administrator.  However, in many rural school districts across the State of Texas, campus administrators, principals, and school counselors perform many additional duties outside of their primary job functions.  When discussing the responsibility of multiple roles, this dynamic leader stated that she “strives for perfection, and it is difficult, due to the enormous responsibility of each position” (Core, personal communication 2020).   In multiple leadership roles, one has to be the best at all times in whichever position they are working.  Core describes her numerous duties as a juggling act; remembering the principal role is the most critical responsibility.  Educational campus leaders must continuously be in a problem-solving mindset.  When making decisions, campus administrative staff must carefully consider all the options available, then make a decision that will support their team and drive them to become the best they can be.

            The American School Counselor Association Ethical Standards clearly define appropriate and inappropriate activities for school counselors.  At Grand Saline Intermediate School, Mrs. Core is responsible for all campus discipline.  However, the school counselor can assist the principal by providing counseling to students who have disciplinary problems or by helping identify and resolve student issues, needs, and challenges.  The most successful campuses’ have strong working relationships between the principal, school counselor, and instructional staff.  Mrs. Core explains that strong working relationships contribute to the most critical aspects of her job, which is the safety and security of the campus.  Mrs. Core states, “If students do not feel safe, they will not be at the most teachable point.  Additionally, if staff members do not feel a sense of safety and security, they will not be able to give their best each day” (Core, personal communication 2020).

            A campus leader interview can quickly turn somber when discussing the many challenges facing today’s teachers and students.  Most recently, the COVID-19 Virus has completely rearranged what campus leaders knew as usual routine.  Principal Core explains that each day has been an experience learning the new norm for campus leaders, teachers, and students.  This new norm now includes the absence of state testing, how to serve students most effectively, home lunch delivery, and the possible closure of the school for the 2019 – 2020 school year.  Mrs. Core states, “I have been very blessed to have been given the opportunity to be at the intermediate school campus.  I am a part of a team that works well together, and I believe God is in control and will continue to guide us to be his arms and feet to a lost world” (Core, personal communication 2020).  

Both Servant and Transformational leaders emphasize extreme importance for people, and both types of leadership involve elements of integrity, trust, respect, delegation, vision, and influence on followers. Both leadership styles emphasize the appreciation, mentoring, recognition, and listening skills of the leader as empowerment tools for the followers (Craig, 2019).  Mrs. Core is a servant and transformational leader, and she quietly displays these qualities during a time of parent, teacher, and student uncertainty.  Grand Saline Intermediate school, like other schools, is currently in a time of great transition; however, Principal Core appears to be charting the waters with a servant’s heart.  

The key to any successful campus is the type of leadership guiding the course.  Mrs. Core helps others to understand the difference between a boss and a leader.  Perhaps John Maxwell wrote it best when he said, “My interaction with others helped me to be successful.  For every achievement, I can look back and see a relationship that made it possible” (Maxwell, 2004, p. xvi).  

 

Core, T. (2020, April 13). personal communication. (C. J. Perritt, Interviewer)

Craig, W. (2019, January 31). Forbes. Retrieved from 8 Must-Have Transformational Leadership Qualities: https://www.forbes.com/sites/williamcraig/2019/01/31/8-must-have-transformational-leadership-qualities/#72447fca1117

Maxwell, J. C. (2004). Winning with people. New York: HarperCollins Leadership.

Mind Tools Content Team. (2020, March 30). MindTools. Retrieved from Servant Leadership: https://www.mindtools.com/pages/article/servant-leadership.htm

 

            John C. Maxwell New York Times bestselling author of “The 21 Irrefutable Laws of Leadership” once again has written an award-winning book entitled “Winning With People – Discover the People Principles That Work For You Every Time.”  John C. Maxwell is a husband and father and spent the first twenty-six years of his career as a church pastor.  Mr. Maxwell has sold over 26 million copies of his books on leadership, as well as founded the John Maxwell Company, the John Maxwell Team, EQUIP, and the John Maxwell Leadership Foundation.  Dr. Maxwell has trained leaders from every country in the world and received prestigious awards such as the Mother Teresa Prize for Global Peace and the Luminary Leadership Network. (Campisi, 2019)  At the beginning of the 2019 – 2020 school year, Grand Saline ISD campus principals were given this book as a leadership assignment from the district superintendent.  Upon recommendations from the intermediate school principal, I began this book as a leadership assignment as well.  When I began reading this manuscript, my goal was to utilize the leadership tools within this book to help transform our campus and its’ staff and students. The lessons in this book have refocused my path, physically, spiritually, and emotionally,  

            As the Student Services Coordinator – School Counselor, one must be able to lead staff and students while keeping personal emotions in check.  Mr. Maxwell guides his leadership lessons by asking transformational questions.  Are we prepared for relationships?  Are we willing to focus on others?  Can we build mutual trust?  Are we willing to invest in others, and can we create a win-win relationship?  These powerful questions give insight to a servant and a transformational leader.  Mr. Maxwell states, “Who we are, determines how we see others” (Campisi, 2019).  Wow!  Such a simple concept but very accurate.  As a campus principal, school counselor, or grade-level lead teacher, the leader’s outlook on each situation will determine the direction that others take.  Before education, I worked for eleven years in a law enforcement setting where the departmental leader was always on the defense and ready to attack at any moment or when he noticed the first sign of weakness.  When I became a teacher and later received my principal’s certification, a whole new world opened up to my family and me.  For the first time, I was able to mentally relax, help others as much as possible, and develop real leadership qualities.  One of the great things about educational leadership is the ability to excel as far as a person wishes.  Mentally, physically, or emotionally, in education, no one ever places a brick on your “head” and says, “you must stop here.”  In our field, the sky is the limit; if you can dream it, you can achieve it.

            In another essential chapter, Dr. Maxwell states, “Instead of putting others in their place, we must put ourselves in their place” (Campisi, 2019).  Today, there is a society that says, “do what you want” or “say what you want.”  However, Dr. Maxwell asks the readers to put ourselves in the place of our students, faculty members, and parents.  Look at each situation with their eyes and not our own.  During this Covid-19 crisis, all school districts have made adjustments to their educational program.  One of the best Covid-19 leadership lessons learned at Grand Saline I.S.D. has been the lunch delivery program.  Grand Saline I.S.D. is a Title 1 School, with approximately 70% of the student population economically disadvantaged.  Principals, school counselors, and teachers have all worked together to deliver lunches to the homes of students in our district.  Without the help of district staff, these students probably would not eat regularly.  Many of the homes receiving these lunch deliveries did not have electricity, working vehicles, or even suitable housing.  This simple act of kindness helped me understand what Dr. Maxwell means when he writes, “We must put ourselves in their place.”  What I thought was educationally meaningful, was no longer as critical as I first thought.  

            As campus leaders, if we could learn to look at each situation with the leadership tools presented in the book, we could change the face of education as we know it today.  “Never use a hammer to swat a fly off someone’s head” “People are interested in the person who is interested in them” or “Each person we meet has the potential to teach us something.” (Campisi, 2019)  Dr. John C. Maxwell is a transformational leader.  He has the unique ability to communicate with and unite people from different backgrounds and ideas.  Many times Transformational Leaders are great communicators, an inspiration to others, loyal,  and can see past the current situation and look at the bigger picture. (Craig, 2019)  Perhaps, Dr. John C. Maxwell said it best when he wrote, “Believing the best in people usually brings the best out of people” (Campisi, 2019).  As a servant and transformational leader, I want to be a leader that emphasizes extreme importance for people and displays elements of integrity, trust, respect, delegation, vision, and influence on the people that look to me for guidance and instruction. (Craig, 2019)  If you are a servant or transformational leader or would like more information on these leadership models, I would encourage every person to read any of the writings of John C. Maxwell.

Campisi, J. (2019, February 20). Education Dive. Retrieved from To what extend are districts, schools liable for students’ safety: http://www.educationdive.com/news/to-what-extent-are-districts-schools-liable-for-students-safety/547823/

Craig, W. (2019, January 31). Forbes. Retrieved from 8 Must-Have Transformational Leadership Qualities: https://www.forbes.com/sites/williamcraig/2019/01/31/8-must-have-transformational-leadership-qualities/#72447fca1117

          Mother Teresa once said, “None of us, including me, ever do great things, but we can all do small things, with great love, and together we can do something wonderful.”  As the campus counselor, I value unity among staff and students, always trying to see things from others’ points of view.  As a leader on campus, my goal for each student and staff member is to level up and be the best version of themselves they can be.  This campus leader works closely with each student and staff member to set physical, social, and educational goals.  We strive to strengthen the educational experience and leadership talents of each staff member and student on our campus.

              I believe great leaders display their real leadership qualities when interacting with others.  A leader in touch with their emotional intelligence will lead others to become their best selves.   During my employment history, I have worked with leaders who have guided me into successful opportunities.  In contrast, other leaders have discouraged me, and I allowed their discouragement to keep me from being successful in that environment.  Great leaders look at each situation from different perspectives.  They put themselves in the place of their students, faculty members, and parents and work as transformational leaders.  

          Transformational leaders have the unique ability to communicate with and unite people from different backgrounds and ideas.  They are great communicators, an inspiration to others, and are loyal; they can see past the current situation and look at the bigger picture. (Craig, 2019)  I endeavor to lead each student and teacher as Jesus led his disciplines and his followers.  History proves that Jesus went about doing good, not harm.  He never left anyone in a situation where they felt less than they really were; he always left his followers with more.  When others around Jesus were ready to stone, the less fortunate, he lifted them up.  

          In a world full of dark, educators should be a bright light.  Many things can be said about my leadership skills. Yet, no one will ever be able to say that this leader was mean, disrespectful, or discouraging.  Real transformational leaders, encourage the motivation and positive development of others, and set high moral standards and promotes the same of others.  Against adversity, transformational leaders continue to lead others by creating a community-centered environment rather than a self-centered atmosphere.  These dynamic directors utilize their talents to provide coaching and mentoring while still allowing their followers to make decisions to show ownership. (White, 2018)  “What is around us doesn’t determine what we see.  What is within us does” (Maxwell, 2004, pg. 7). 

 

 References

Craig, W. (2019, January 31). Forbes. Retrieved from 8 Must-Have Transformational Leadership Qualities: https://www.forbes.com/sites/williamcraig/2019/01/31/8-must-have-transformational-leadership-qualities/#72447fca1117

Maxwell, J. C. (2004). Winning with people. New York: HarperCollins Leadership.

White, S. K. (2018, February 21). CIO. Retrieved from What is transformational leadership: https://www.cio.com/article/3257184/what-is-transformational-leadership-a-model-for-motivating-innovation.html