COED 104

LEADERSHIP/MANAGE
R
TRAITS AND
Alivo, Hecel S.
CHARACTER
Caballero, Jennelyn D.
Dela Cruz, Hannah Claire G.
Elevado, Flordeliza M.
Pagal, John Nicho B.

Prepared by
 Knowing yourself on becoming a
leader, the leadership classic.
-(Warrren Bennis 2009)

 Until you truly know yourself,

strength and weaknesses, know what
you want to do and why you want to
do it, you cannot succeed in any but
the most superficial sense of the
word.

Caballero
 Knowing yourself on becoming a
leader, the leadership classic.
-(Warrren Bennis 2009)

 A leader needs to have experienced and

grown to following learning to be
dedicated, observant, capable of working
with learning from others, never servile,
always truthful.
 Confronting the wizard and warrior
within, light and shadow. Assessing
your inner wizard and warrior. The
wizard and warrior: leading the passion
and power.

(Bolman, lee and Terrance, Deal, 2006)

The wizard role enables them to used
IMAGINATION, CREATIVITY,
MEANING and MAGIC.

The warrior role mobilizes

STRENGTH,, and a WILLINGNES
TO FIGHT as hard and long as
necessary to fulfill their mission
The greatest leader move in and out of
both roles, even if they are more
comfortable with one or the other.

Wizard are people who make things

happen that shouldn’t happen.
Alivo
What everyone wants to know about leadership?
10 Truths About Leadership

In this book, we will explore ten

fundamental truths about
leadership and becoming an
effective leader
 First Truth: YOU MAKE A DIFFERENCE

Second Truth: CREDIBILITY IS THE

FOUNDATION OF LEADERSHIP

Third Truth: VALUES DRIVE COMMITMENT

Fourth Truth: FOCUSING ON THE FUTUREE SETS

LEADERS APART

Fifth Truth: YOU CAN’T DO IT ALONE

This Photo by Unknown Author is licensed

under CC BY-NC-ND
 Sixth Truth: TRUST RULES

Seventh Truth: CHALLENGE IS THE

CRUCIBLE FOR GREATNESS

Eight Truth: YOU EITHER LEAD BY EXAMPLE OR YOU

DON’T LEAD AT ALL

Nineth Truth: THE BEST LEADERS ARE BEST

LEARNERS

Tenth Truth: LEADER IS AN AFFAIR OF THE

HEART

This Photo by Unknown Author is licensed

under CC BY-NC-ND
 • There is little doubt about the importance of schooling
and the search for key factors in the success of schools is
an international preoccupation (Barber and
Lewis,Peter and Mourshed2007).
Roger • In such a context it is no surprise that school
Murphy( 2008) leadership has become a focus of much attention in
countries throughout the world.

Dela Cruz
 Themes in school Leadership

Clarity of vision and purpose are high on

the leadership agenda (Leithwood and Riehl
2003) but when this is spelled out there is
recognition that a complex set of
relationships and processes lie behind that
(Fullan 2001; Glatter2004).

Dela Cruz
 Much that has been written since 2002 both internationally and in
England seeks at one level to disentangle the progress within the field
by attempting to identify straight linear trends as if management and
organisational theory generally had somehow progressed from
transactional leadership to transformational leadership. The reality is
more muddled, as most of these surveys admit when elaborating on
what might be seen as ‘the current wisdom’.
 Leadership or Management
Huczynski and Buchananin their wider review of
organisational leadership note that, right from the 1970s,
it was recognised that all managers had a leadership role
and all leaders are required to understand and attend to
the implementation of vision and the achievement of
objectives, with a good grasp of how to work with and
through people, systems and structures (Huczynski and
Buchanan 2001).

Dela Cruz
While management without leadership is an option, leadership
without management is not. Successful schools have taken an
imposed agenda and made it fit their organisation. How to
incorporate new ideas without either drowning teachers in
additional work or simply paying lip service to change has been
one of the tensions of the past decade. (Brookes in the Foreword
to Day et al. 2000)
“Learning the lead thrust
and educational
leadership”

(Marshall Goldsmith)
Pagal
• Who is Keith Nomura?
• A veteran principal shares his gleanings about
leadership. Administrators are advised to lead from the
heart, understand their school's culture, learn to lead
and develop staff leaders, garner staff commitment,
make friends in high places, ensure adequate
resources, make time for themselves, and share
important lessons with others.
How do high-quality leaders achieve this impact?
• By setting directions – charting a clear course that
everyone understands, establishing high expectations
and using data to track progress and performance.
• By developing people – providing teachers and others
in the system with the necessary support and training
to succeed.
 What you Got
Care Takes Vision,
Clarity, and Consistency?
CASE ANALYSIS
here, You won’t
SUMMARY OF
Get there
Nicole Draper Case

(Marshall Goldsmith)
According to Marshall Goldsmith (2008) states that,
How We Can Change For The Better.
• If you realize that you have done something wrong,
either very recently or in the past, apologize.
• When someone speaks to you, listen to them.
• Whenever someone does something beneficial for
you, thank them.
• Follow up on them.

We use the past as a weapon
against others.
This is a human failing, one that
anyone with some measure of
success can fall prey to. This is a
dangerous thing to ever believe,
even if it happens to be true. It
alters your own behavior in a lot
of ways and sets you up for
failure, not for success.
 WILL YOU HELP ME
LEAD?
Educational Leadeship vol.
65 /Carolann
Wade no. 1
and
Bill Ferriter (2007)
Elevado
 Wade Carolann
 Teacher Leaders Network (TLN)
member and district-level teacher
leader.
“One reason I reached out to connect Bill with
leadership opportunities is that I might never
have stepped up to the leadership plate if a
key person had not done so for me. Like Bill, I
pursued National Board certification for my
own professional growth, not to lead outside
my own classroom”.
From Hesitation to EXCELLENCE:
Carolann’s Story
I remained hesitant until I received a
telephone call from a district-level
administrator. Reluctantly, I agreed to
try my hand at training teachers. This
veteran administrator understood how
important it was for me to get a feel for
the characteristics of both adult
learners and good professional
development before I plunged in.
From Hesitation to Excellence: Carolann’s Story

Once I developed confidence, I began to lead

professional development sessions alone.I was unaware
of the array of leadership opportunities available to
educators. More to the point, I was hesitant to pursue
such leadership without the support and encouragement
of someone I admired.
 Bill Ferriter
A teacher in a professional learning
community near Raleigh, North Carolina. A
National Board Certified Teacher for the
past 25 years, Bill has designed professional
development courses for educators
nationwide on topics ranging from
establishing professional learning
communities and using technology to
reimagine learning spaces to integrating
meaningful student-involved assessment
and feedback opportunities into classroom
instruction.
Finding a LEADERSHIP FIT:
Bill’s Story
I learned to look at my practice
systematically, beginning with planning
based on an understanding of my
students and ending with an analysis of
the effects of my work.
But full development as a leader
sometimes stalls until a teacher is pointed
to leadership roles that suit his or her
personal strengths.
Finding a Leadership Fit: Bill’s Story
I now look for leadership potential among my colleagues
and draw other teachers into my work, connecting them to
opportunities that suit their interests and abilities. During the
early stages of their leadership, I try to build their confidence
by celebrating successes and helping them reflect on
weaknesses.
Finding a Leadership Fit: Bill’s Story
Everywhere I go with these colleagues, I introduce them
as experts. Watching fellow teachers develop has been
remarkably rewarding because I am passing on lessons that I
learned only when others reached out to me.
Board certified teachers Wade and Ferriter each describe
how established teacher leaders helped them break through
hesitancy about accepting leadership roles early in their
careers. Both Ferriter and Wade detail how their mentors
built their confidence and connected them to key people. They
share tips for how administrators and teachers can draw out
leadership potential in teachers.
Educators should consider the following steps:

 Observe collegues to identify those with ledadership

potential.
 Find leadership roles that fit the skills of those
identified.
 Encourage Accomplishment.
 Accompany teachers in the initial stages of leadership,
introducing them to key people and guiding them.
Educators should consider the following steps:

 Provide encouragement and feedback.

 Decrease support as skills and confidence build.
 Encourage leaders to coninue the cycle as they identify
and support other new teacher leaders.