I would hope that in my six years prior to being promoted to an assistant principal, I would have laid the foundation for positive relationships with the students, or at least some pocket of students. Additionally, I would think about the mindset of not necessarily the students, but the current faculty and staff and begin to measure the outlook that is currently in place. From here I would want to make changes that lead the community to a more positive mindset and outlook.
Green (2013) states, “Effective leaders emphasized the development of interpersonal relationships while focusing on the personal needs of followers and the development of the kinds of relationships that would motivate followers to set and achieve high performance goals”. …show more content…
I would push to have time before the students start school that year, to have the teachers self-administer the same leadership surveys (Glanz, 2002) that we took in module 2 of this course. The feedback that they receive from that assessment could then be used to help them understand their own strengths, and more importantly, their own weaknesses. Additionally, I would have them work in departments to complete the National Outdoor Leadership School’s (N.O.L.S.) No-Doze activity (Doran, 2004) to learn a little bit more not only about their own leadership style, but also about the leadership styles of there closest colleagues. They would have the opportunity to discuss strengths and weaknesses, but more importantly, they would be able to see how they can use each other’s strengths to offset each other’s weaknesses and therefore lesson their feeling of isolation or not know how to approach issues over the course of the …show more content…
In 1988, Dr. Julius Segal wrote an article on child behavior where the term ‘charismatic adult’ was first used to describe that adult and the role that they have (Segal, 1988). In reference to teachers who have the expectation of positive outcomes from their students, he found that teachers act differently with those students stating, “they smile more, lean forward toward the student, make eye contact, call on them more, and nod their head in approval-acting, in short, as if they are constantly at the ready to take pleasure in the performance of their charges” (Seagal, 1988). He went on to describe it as, “the presence in their lives of a charismatic adult-a person with whom they identify and from whom they gather strength. And in a surprising number of cases, that person turns out to be a teacher” (Segal, 1988). It is therefore important for educators to build these relationships with students as a way to increase not only the buy-in from the students into the school and it’s community, but also as a way to build the child’s resilience and
Green (2013) states, “Effective leaders emphasized the development of interpersonal relationships while focusing on the personal needs of followers and the development of the kinds of relationships that would motivate followers to set and achieve high performance goals”. …show more content…
I would push to have time before the students start school that year, to have the teachers self-administer the same leadership surveys (Glanz, 2002) that we took in module 2 of this course. The feedback that they receive from that assessment could then be used to help them understand their own strengths, and more importantly, their own weaknesses. Additionally, I would have them work in departments to complete the National Outdoor Leadership School’s (N.O.L.S.) No-Doze activity (Doran, 2004) to learn a little bit more not only about their own leadership style, but also about the leadership styles of there closest colleagues. They would have the opportunity to discuss strengths and weaknesses, but more importantly, they would be able to see how they can use each other’s strengths to offset each other’s weaknesses and therefore lesson their feeling of isolation or not know how to approach issues over the course of the …show more content…
In 1988, Dr. Julius Segal wrote an article on child behavior where the term ‘charismatic adult’ was first used to describe that adult and the role that they have (Segal, 1988). In reference to teachers who have the expectation of positive outcomes from their students, he found that teachers act differently with those students stating, “they smile more, lean forward toward the student, make eye contact, call on them more, and nod their head in approval-acting, in short, as if they are constantly at the ready to take pleasure in the performance of their charges” (Seagal, 1988). He went on to describe it as, “the presence in their lives of a charismatic adult-a person with whom they identify and from whom they gather strength. And in a surprising number of cases, that person turns out to be a teacher” (Segal, 1988). It is therefore important for educators to build these relationships with students as a way to increase not only the buy-in from the students into the school and it’s community, but also as a way to build the child’s resilience and