Making Connections Essay

1442 words - 6 pages

Imagine walking onto a campus or district office and sinking feeling runs rampant amongst you and your fellow employees. What if an individual’s work isn’t appreciated, your effort goes unnoticed, and you could be replaced in an instant. Not exactly a place you’d want to stay for very long, is it? As an educational leader, this isn’t the type of environment you want to encourage, not if you want your faculty and staff to stick around, that is. So, one of your most important responsibilities is making your employees feel truly valued, letting them know that without them, your campus, your department, and frankly you would be worse off. At the end of the day, you must ask yourself if you are ...view middle of the document...

John Wooden once said, "It is amazing what can be accomplished when you don't care who gets the credit."
As members of the group immerse themselves in productive teamwork, teammates evolve into specific roles: a Coach, Crusader, Explorer, Innovator, Sculptor, Curator, Conductor, or Scientist (Meyers, 2003). While these eight responsibilities carry both positive and negative attributes, the Sculptor’s role is particularly interesting. “Sculptors bring things to fruition by getting things done, and getting them done now” (Meyers, 2003). As sculptors, these group leaders are very action-oriented and deal with “whatever tasks the current situation presents, spurring others into action as well” (Meyers, 2003). The Sculptor uses his or her personal experience and knowledge to make an impact on the goals he or she is aiming to achieve. Without a team member assuming the role of a Sculptor, the group might lose focus, structure, become disorganized, or work haphazardly together (Meyers, 2003). The group may spend time ‘reinventing the wheel’ and, could possibly descend into chaos. However, a Sculptor may contribute rigidity to a group. Spontaneous creativity could be stifled and success could be at the expense of people’s welfare (Meyers, 2003). Therefore, a professional must focus on the positives in his or her teammates and teammates’ negatives will begin to fade (Weiss, nd).
The greatest educational leaders are those who personally accept responsibility for failure and generously share credit for success. Their subordinates and peers support them without reservation and will follow their lead in any direction (Weiss, nd). The definition of leadership is influence (Maxwell, nd). Everything rises and falls on leadership; ego, the job of a leader is to get things done through influencing others. A good leader can make an impact on a faculty and staff by following a basic strategic formula: find what motivates them. The qualities of leadership within a school have a direct effect on the staff morale. The leader influences whether a staff works individually, without feeling pride in their work, or if they unite as a team. The faculty and staff want to feel their leader is on their team and working with them towards a common goal. A primary way of achieving a sense of ‘team’ is to build trust. This sense of trust within a team increases motivation. Each member works as part of the team for a common goal. The team members feel they are not just working for the school because they experience personal and professional success as well. Teamwork encourages professionals to be experimental, express their opinions and consider others. It also allows members to feel valued and productive for the school. Professionals also like to know where they stand, if they are doing a good or bad job, and if they are appreciated. Good leaders possess good communication. “About once a quarter, I put out a ‘seen and noted’ sheet that doesn’t name names, but praises...

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