8085 MOD 2 DISCUSSION2
RESPONSE 1
ANGELA NALLS
RE: Discussion 1 - Module 2
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Initial Response
The first inventory that was taken was the The Leadership Motivation Assessment. I fell into the mid-range of scoring which they describe as uncertainty about leading. Their explanation for this category says with being uncertain maybe you need a nudge in the right direction or doubt your abilities and self-confidence. It also encourages to look into Transformational Leadership. The qualities listed for that are being a role mode through personal expectations, motivating others to follow personal vision, and work to raise team members up to a higher level (Mind Tools Editorial Team, 2016). I would say this assessment, although relatively simple and quick to take, is pretty accurate. I am a reluctant leader, meaning I can be one when needed, but I am not going to seek it out. Some of that definitely has to do with self-confidence, and I really prefer to work on a smaller scale with my team instead of being over large committees if I am in a leadership position. I do see myself using the Transformational leadership style most of the time, so that was spot on as well.
The second inventory I took was The EdLeader Personality Test. This one was a 40-question assessment to determine which of the nine categories is the closest to my leadership style. My leadership type on this assessment said that I was an Empath. When reading the initial explanation, I did not agree with this description at all. It said that they are the ultimate people person (I am more of an introvert) and that they want to keep every stakeholder engaged for the benefit of all. While I would love to see myself that way, I do want to keep my students engaged, but I do not feel I look to do that for all. However, when I read the detailed results, I could see why I was put into this category. Empaths contrast themselves by connecting with others, but they are not extroverted. They look at and analyze, but quantitative data is not their thing. They work behind the scenes to make things happen and people often do not realize they were a part of the process. The analysis goes on with further explanation, including what the kids see and potential pitfalls (Skyward, n.d.). I definitely connected with this assessment once I got to read all the information. It really sounded like my personality and how I work as both a teacher and leader in my school.
As previously mentioned from taking The Leadership Motivation Assessment, Transformational Leadership (or Theory) matches with my results. Although it may take time for me personally, I do make connections with others. This often results in being able to motivate change when needed. I have high expectations of myself, so I use that as an example of encouraging others to do their best especially when it is something our team needs to accomplish. In earlier discussions, I thought I might combine Transformational Theory with Transactional Theory for when a final decision must be made. However, after learning more about them and myself, I believe I lean more towards the Contingency or Situational Theories which state that the leadership style changes with the circumstances (Amanchukwu, 2015). I believe it’s important to have the relationship part of being a leader, but you must be flexible in each situation that occurs to make the best and most effective decisions.
All leaders have principles they embody. Sometimes they are intentional and other times they are a natural part of the leader’s personality. The following principles are relevant to the field of early childhood education:
· Lead by example.
· Be human and admit mistakes.
· Understand the value of listening.
· Promote diversity.
· Work together to achieve more (Indeed Editorial Team, 2021).
These are all important characteristics students can learn to follow and even act on themselves. They should always try to do their best but admit when they are wrong. Being your authentic self makes others understand it is okay to not be perfect. Communication is a two-way street. You must listen to learn about others and their ideas. This helps create relationships, learn about new and diverse background experiences, and can generate great collaboration. In fact, working together with an open mind will often provide greater and more diverse outcomes with fresh perspectives. If we, as leaders, promote these principles by example, our students will most likely emulate them and become better people and leaders themselves.
I believe I try to follow each of these principles whenever I am planning, teaching, and collaborating with others. I think my strengths are leading by example, admitting mistakes, and listening to others. I do not work with a diverse population of teachers, but I love learning about other cultures from my students and finding ways to include diversity within the curriculum. However, I think it would be beneficial to learn from other teacher perspectives to enhance my understanding as well. Another area I could work on would be collaboration. Our grade levels collaborate weekly in PLCs, and I enjoy learning new strategies other teachers are using. Unfortunately, due to time constraints, we do not get much time beyond that to share ideas except in passing. It would be beneficial to all if we had more time to share ideas and learn from each other.
References
Amanchukwu, R.N., Stanley, G.J., & Ololube, N.P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14. http://site.iugaza.edu.ps/hsoofi/files/2016/08/A-Review-of-Leadership-Theories.pdf
Indeed Editorial Team. (2021, June 9). 11 Effective leadership principles. Indeed. https://www.indeed.com/career-advice/career-development/leadership-principles
Mind Tools Editorial Team. (2016). The leadership motivation assessment. https://www.mindtools.com/pages/article/newLDR_01.htm
Skyward. (n.d.). The EdLeader personality test. https://www.skyward.com/leadershiptest#
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Response 2
Mikal Body
RE: Discussion 1 - Module 2
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Myers-Briggs Type Indicator (MBTI)
Lake et al. (2019) explain that assessments can effectively direct various workplace decisions involving employees. Assessments of high quality can provide helpful information for recruiting, promotion, and development decisions. The Myers-Briggs Type Indicator is one of the world's most widely used personality tests. Introversion or extroversion, sensing or intuition, thinking or feeling, and judging or perceiving are the four criteria on which the exam is based. After completing the test, the results suggest one of the two features in each category, resulting in the 16 MBTI personality types. After taking the MBTI, my results determined I am an ISTP, or logical pragmatist. This personality trait is connected to hard workers who truly appreciate refining their skills or advancing their careers. In a crisis, they remain calm and collected, determining what needs to be done and effectively resolving the issue. They are patient and rational. While they are slow to anger, drama and irrational behavior are often not tolerated by them. ISTPs are kind, helpful, and understanding and are always willing to provide a hand, even if they aren't highly sociable. My research indicated that 9.8% of the population is considered ISTP. Additionally, of those who took the MBTI assessments, 13.3% of men and 6.8% of women are characterized as ISTP. My assessment results indicated that my goal is to develop people’s potential. I think everyone has room for growth. My mission is to help others realize and use their potential to experience success. I always look for ways to facilitate learning, from challenging their thoughts in discussions to creating environments that enable progress. As a leader, I care about the development of team members.
High Five Test
IGH5 is a free strengths assessment that enables people to find their natural talents. This test is particularly relevant to the workplace and leadership development because the evaluation can be given individually, in teams, and in organizations. Companies such as Dell, Starbucks and Wal-Mart have used this leadership inventory to communicate the strengths of individuals inside of their corporations and provide their employee's guidance and direction. As a leader, having staff take the IGH5 assessment could help determine the organization, planning characteristics, and problem-solving skills. These qualities distinguish good leaders from bad leaders in their problem-solving capacity. This skill set necessitates a good eye for spotting problems and gathering the knowledge needed to solve them. After taking the 120-question self-assessment, my results were as follows: Coach, Self-believer, problem solver, peacekeeper, and deliver. To further explain my results, the website broke my results down further. My leadership skills are to help people reach their full potential. My inner self-assurance and motivation enable me to take chances, take on new challenges, assert claims, and, most importantly, keep my promises. To put it another way, I excel at solving puzzles. Instead of giving up in the face of adversity, my purpose is to restore anything to its former glory, which distinguishes you. I have a deep sense of forgiveness as well. My strength aids in the smooth sailing of my team.
Effective Leadership in Early Childhood Settings
· Safety- Leaders must ensure children, teachers, and staff are safe. In recent news about school shootings, security needs to be addressed and mirrored by leaders. Leaders can include teachers, principals, district leaders, and anyone in the school. When staff members see that leaders take safety, others will follow. Effective leadership and security could take time to address issues.
· Advocate- As a leader, we should advocate for improving the lives of children and families. Advocating is done by influencing the views and actions of legislators and policymakers. However, it is essential as a leader not to push our political beliefs on others.
· Emotional Support for Staff- Understanding that teachers and staff deal with conflict and issues outside school. Leaders with emotional intelligence can recognize, use, and control emotions constructively to reduce stress, communicate effectively, sympathize with others, overcome obstacles, and diffuse conflict.
· Communication- Leaders in early childhood education should have active listening skills. Communication with students, caregivers, and staff should be intentional and respectful. Effective communication with parents, children, and teachers can build trust and two-way communication.
Myself as a Developing Leader
As an emerging leader in early childhood education, I believe that I do have practical leadership skills, and I also have room for growth and development. I genuinely believe that creating a safe environment where children are free to express themselves as young learners is my current job. Establishing rules, procedures and expectations is a vital leadership skill in my classroom. I do think I can demonstrate more vital communication skills. I tend to be more of a listener than a talker. This can sometimes hinder a conversation because the other person might think I have nothing to contribute.
Reference
Lake, C. J., Carlson, J., Rose, A., & Chlevin-Thiele, C. (2019). Trust in name brand assessments: The case of the Myers-Briggs Type Indicator. The Psychologist-Manager Journal, 22(2), 91–107. https://doi.org/10.1037/mgr0000086
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