Thinking of what kind of leadership style most reflected me was no easy task. I began thinking I was more of a Servant Leader, because I agreed with the idea of “acting in the best interests of my faculty members, and always making valid attempt to assess and gain an understanding of their needs”. (Green, R.L, p.72) This made sense to me because I want to make sure that the people that I’m leading see that I have their best interest at hand, which would make it easier for me, as Green states in the book to gain their trust and give me their consent to lead. This idea, though it was close to my beliefs of working with others and not looking at it as a hierarchical relationship, made sense but I didn’t see it as something I would gravitate to all the time. Therefore, my search continued.
I reread all of the the other styles and finally came to the Distributive Leadership. Green explains this leadership style’s major focus as having all faculty share the instructional responsibilities. I made a connection with this simple explanation because I see this as a better way to get other teachers, to effectively work together for the same cause, which is teaching and supporting all students.
Being a Distributive leader would help me to get more buy-in from all staff, which leads to better results in our overall performance. We can then have everyone supporting each other in ways that each staff member feels comfortable supporting in. This creates a stronger sense of community. That creates a cohesiveness amongst our staff and pushes them to a “belief that , collectively, they have the capacity to produce desired results”. (Green,R.L, p.65) When everyone feels that they can make a difference the Distributive Leader can find more ways to support and empower their staff to collaborate and work towards a goal they truly believe they can reach.
The Distributive Leadership style gives the leader a support system from his co-leaders and the chance for them to lead in their chosen areas of expertise. This gives everyone a sense of belonging and importance that is vital for anyone working towards a common goal.
Green, R. L. (2005). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards. Pearson.
I reread all of the the other styles and finally came to the Distributive Leadership. Green explains this leadership style’s major focus as having all faculty share the instructional responsibilities. I made a connection with this simple explanation because I see this as a better way to get other teachers, to effectively work together for the same cause, which is teaching and supporting all students.
Being a Distributive leader would help me to get more buy-in from all staff, which leads to better results in our overall performance. We can then have everyone supporting each other in ways that each staff member feels comfortable supporting in. This creates a stronger sense of community. That creates a cohesiveness amongst our staff and pushes them to a “belief that , collectively, they have the capacity to produce desired results”. (Green,R.L, p.65) When everyone feels that they can make a difference the Distributive Leader can find more ways to support and empower their staff to collaborate and work towards a goal they truly believe they can reach.
The Distributive Leadership style gives the leader a support system from his co-leaders and the chance for them to lead in their chosen areas of expertise. This gives everyone a sense of belonging and importance that is vital for anyone working towards a common goal.
Green, R. L. (2005). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards. Pearson.