This is an interesting topic as I am being asked to right on my own leadership style. This is difficult because what I perceive as my own leadership style or traits may or may not identify with what other observe. Also, my current role as a leader is limited. I am not an administrator, a head of a department or anyone’s supervisor. I am a leader of students and a fellow learning professional among an amazingly motivated staff.
In my current setting I am one of the Education Specialist that works with the 11th grade students. In this setting I am constantly collaborating and supporting the 11th grade team in all subject areas, gaining the trust of students on and off of my case load, as well as interacting and guiding parents through a very difficult maze of accommodations, modifications, supports, and the upcoming transition out of high school. This transition can be into the work force, military, career training, or college. Throughout any leadership environment I strive to view the situation through a democratic lens. This is extremely important when conducting an IEP meeting. In these meeting there are many different perspectives: student, parent, general education teacher, psychologist, nurse, administration, speech, OT, PT, and counseling, just to name a few. It is extremely important that I listen, interpret, and respect each members input to help identify the best program for the student.
I would say the most applicable leadership theory that aligns with a my style and a democratic view would be a Servant Leader. I make this statement because this theory is defined by the leader or individuals high regard for the other professionals with whom they work (Green, 2013). I believe this would easily define my style with both the professionals that I interact with as well as the parents and team members that I work with to develop an academic program. In both collaborative environments (general education planning and IEP development) I need to maintain a focus that I can learn from everyone, and that the contributions of all team members are valued and are the only way to develop a comprehensive and accurate program, lesson, or other. The goal of planning and collaborating is not to just satisfy the needs of both parties, but to exceed the expectations of all, and create outcomes that can not be reached on an independent level.
Green, R. (2013). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (4th ed.). Boston: Pearson.
In my current setting I am one of the Education Specialist that works with the 11th grade students. In this setting I am constantly collaborating and supporting the 11th grade team in all subject areas, gaining the trust of students on and off of my case load, as well as interacting and guiding parents through a very difficult maze of accommodations, modifications, supports, and the upcoming transition out of high school. This transition can be into the work force, military, career training, or college. Throughout any leadership environment I strive to view the situation through a democratic lens. This is extremely important when conducting an IEP meeting. In these meeting there are many different perspectives: student, parent, general education teacher, psychologist, nurse, administration, speech, OT, PT, and counseling, just to name a few. It is extremely important that I listen, interpret, and respect each members input to help identify the best program for the student.
I would say the most applicable leadership theory that aligns with a my style and a democratic view would be a Servant Leader. I make this statement because this theory is defined by the leader or individuals high regard for the other professionals with whom they work (Green, 2013). I believe this would easily define my style with both the professionals that I interact with as well as the parents and team members that I work with to develop an academic program. In both collaborative environments (general education planning and IEP development) I need to maintain a focus that I can learn from everyone, and that the contributions of all team members are valued and are the only way to develop a comprehensive and accurate program, lesson, or other. The goal of planning and collaborating is not to just satisfy the needs of both parties, but to exceed the expectations of all, and create outcomes that can not be reached on an independent level.
Green, R. (2013). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (4th ed.). Boston: Pearson.