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Lead, Follow or Get Out of the Way! What Kind of Leader are YOU?

Lead, Follow or Get Out of the Way! What Kind of Leader are YOU?. Maggie McGuire Ed.D. maggie@drmaggiemcguire.com. “The less time you have to spend on getting others to follow you, the more time you have to spend refining exactly where you want to go and how to get there .”.

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Lead, Follow or Get Out of the Way! What Kind of Leader are YOU?

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  1. Lead, Follow or Get Out of the Way! What Kind of Leader are YOU? Maggie McGuire Ed.D. maggie@drmaggiemcguire.com

  2. “The less time you have to spend on getting others to follow you, the more time you have to spend refining exactly where you want to go and how to get there.”

  3. Please choose the leadership trait that you believe is most important. Write it down • Please choose the leadership trait that you believe is second most important. Write it down • Please choose the leadership trait that you believe is third most important. Write it down

  4. In your new groups • Develop a short public service announcement defending your choices. • Be prepared to share.

  5. Leadership Definition • “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.”

  6. The Fours Styles of Leaderships are… • The Task Master • The Comrade • The Motivator • The Unleader

  7. The Task Master places heavy emphasis on results and little emphasis on relations

  8. Task Master • Work hard, tight supervision enforced • Control teachers through rules, notices, and threats etc. • Clear goals and curriculum for the program • Downward communication • Addresses decisively and swiftly, seeks little advice from teachers • Provides feedback through criticism • Fosters a tense, impersonal environment

  9. The Comrade places little emphasis on results and heavy emphasis on relations

  10. The Comrade • Does not work overly hard, believes teachers work best when they are happy and friendly • Shy away from overt forms of control • Allows teachers to establish her own goals and curriculum • Open communication on a personal as well as a professional level. Discusses problems with teachers and seeks their advice, but fails to follow through and act decisively • Provides feedback through frequent praises of teachers performance and ability • Fosters a warm friendly environment, teachers encouraged to do their own thing

  11. The Motivator: places heavy emphasis on both results and relations

  12. The Motivator • Works hard, believes teachers are naturally inclined to work hard if committed to their work • Encourages staff to exercise self control over their own performance • Develops with teachers a set of goals and curriculum they all believe in and to implement an evaluation process to monitor progress • Facilitates an open two-way communication flow • Addresses problems promptly, decisively and utilizes knowledge and skills of staff members • Fosters a warm friendly environment which actively encourages creativity and risk taking

  13. The Unleader places little emphasis on either results or relations

  14. The Unleader • Not inclined to work hard, believes teachers are inclined to avoid hard work. • Maintains control through rules and procedures but is lax and inconsistent in enforcing them. • No effort to clarify the program’s goals, sense of direction to the curriculum, or to evaluate • Is ineffective in promoting communications • Complains about problems, but takes no steps to deal with them • Provides little, if any, feedback to teachers • Fosters tense chaotic environment in which little effective activity, creative or otherwise, occurs

  15. Which one did you have the most in common with?

  16. What Organizations Need in a Leader • Leadership needs to be directly related to the philosophy and teaching in the school.. • Organizations need a leader who values supporting the teachers. • Organizations need a leader who is clear and articulate in expressing the mission of the school. • Organizations need leadership that is professional

  17. What Type of Leader is Best • The measure of good leadership • assessing staff moral • turnover rate for employees • parental satisfaction or dissatisfaction • student enrollment • licensing reports

  18. Tools for a Successful Director • Conflict Resolution • Problem Solving Skills • Communication Skills • Active Listening • The Ability to Apologize .

  19. Resources • Capko, J. (2001). Identifying the causes of staff turnover.www.aafp.org • Curtis, A. & O’Hagan,M. (2003). Care and education in early childhood: A student’s guide to theory and practice. • Derrick, S. (2007). The definition of leadership. www.13l.org • Directors training leadership module, www.unf.edu • National Association of Child Care Professionals, www.naccp.org • National Child Care Association, www.nccanet.org • Neugebauer, R. & Neugebauer, B. (Eds.). (2008). The Art of Leadership: Managing Early Childhood Organizations. • Recruiting, Selecting and Orientating Staff by Kay M. Albrecht • Schiller, P., Dyke, P.C. (2001). The practical guide to quality child care. • Shead, Mark. Five Most Important Leadership Traits. Leadership 501. http://www.leadership501.com/five-most-important-leadership-traits/27/ • The Directors Toolbox, A Management Series for Early Childhood Administrators-“The Right Fit” • www.leadershipconnectionforchild.com

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