Hi Folks,
I have put a screencast explaining how to access our diigo group at http://screencast.com/t/MTNlZDQ5ZjMt. The Diigo group is a social bookmarking tool for us all to post announcements, bookmark and comment on interesting articles related to our topic, and share resources. If you did not yet receive an invitation to the group, please email me (kbradley@headroyce.org) and I'll take care of that. You can also access the group directly and request to join by clicking on the "Apply to Join this Group" button. http://groups.diigo.com/group/batdc-students-of-leadership
Thursday, September 23, 2010
Friday, September 17, 2010
What does distributed leadership look like? What works well? What are the challenges?
John, Rebekah, & Nick's Group:
Post question brainstorm in the comments section.
Core Questions:
1. What does distributed leadership look like? What works well? What are the challenges?
2. Leading from the middle: how to best collaborate with our superiors and work when there is dissonance--feedback loop coming and going. . . how best to manage up?
3. How is the leadership team structured at different schools? Titles; interrelationship, frequency of meetings?
4. How is leadership assumed and exercised at the school as opposed to bossing or exercising authority? We'd like toe xplore how other people receive this--for instance Emma come to my (Jonatahn's) school and gather data about leadership at the school.
5. How do teachers take on certain roles at schools? Committee leadership, community leadership: why do they take on these roles, how do they feel about it? How can we nurture them more?
6. If I want to be a resonant leader, how do I maintain my own equilibrium with my most challenging colleagues--people who are regularly negative and dissonant? What atrategies can I come up with to change their dissonant behavior--and or my reaction to their behavior?
7. Is it only by changing ourselves that we change school culture In changing ourselves, do we really change the whole dynamic, which opens the door to culture change?
8. How do I understand why dissonant people feel the way they do? Are those dissonant voices actually the sand in the oyster? How do we discern that? Or perhaps we should not worry about trying to lubricate the wheel with the sand in it and instead grow cells of strength. . .
9. How do we create buy-in around the difficult topics? Especially around parents, who are less invested in the community and therefore not as accountable. . .?
10. How do administrators get feedback? Some admins get no feedback from below or above?
1. What does distributed leadership look like? What works well? What are the challenges?
2. Leading from the middle: how to best collaborate with our superiors and work when there is dissonance--feedback loop coming and going. . . how best to manage up?
3. How is the leadership team structured at different schools? Titles; interrelationship, frequency of meetings?
4. How is leadership assumed and exercised at the school as opposed to bossing or exercising authority? We'd like toe xplore how other people receive this--for instance Emma come to my (Jonatahn's) school and gather data about leadership at the school.
5. How do teachers take on certain roles at schools? Committee leadership, community leadership: why do they take on these roles, how do they feel about it? How can we nurture them more?
6. If I want to be a resonant leader, how do I maintain my own equilibrium with my most challenging colleagues--people who are regularly negative and dissonant? What atrategies can I come up with to change their dissonant behavior--and or my reaction to their behavior?
7. Is it only by changing ourselves that we change school culture In changing ourselves, do we really change the whole dynamic, which opens the door to culture change?
8. How do I understand why dissonant people feel the way they do? Are those dissonant voices actually the sand in the oyster? How do we discern that? Or perhaps we should not worry about trying to lubricate the wheel with the sand in it and instead grow cells of strength. . .
9. How do we create buy-in around the difficult topics? Especially around parents, who are less invested in the community and therefore not as accountable. . .?
10. How do administrators get feedback? Some admins get no feedback from below or above?
Small Working Groups Formed Today
1. Karen C, Gina, Tim O
2. Karen M., Erin, Pam
3. Mallory, Emma, Jonathan, Kathy
4. Nick, John, Rebekah
5. Rae, Roz, Dave
6. Karen W., Stephanie R., Karen B., Crystal L., Kim
7. Dana, Vicky
2. Karen M., Erin, Pam
3. Mallory, Emma, Jonathan, Kathy
4. Nick, John, Rebekah
5. Rae, Roz, Dave
6. Karen W., Stephanie R., Karen B., Crystal L., Kim
7. Dana, Vicky
Glad to be part of the group
I don't have much to say yet, I'm just experimenting with how this works. I'm looking forward to more! Kim
Tuesday, September 14, 2010
Boyatzis & McKee, Resonant Leadership Reflections
Chapters 1 & 2: Did it resonate? Yes, in both of the following examples!
On Sacrifice Syndrome: page 18-- "Like Eduardo, we miss the real goals and create dissonance along the way. Our negativity causes us to close down and to stop functioning effectively. At the same time, our stress and negative emotions are actually contagious,. . . It becomes a vicious cycle: power stress, sacrifice, dissonance, more stress, and more sacrifice. . . . that's the challenge of being a leader today: how to manage the Sacrifice Syndrome, to build and sustain resonance in the face of great trials."
On Infectiousness of Resonant Leadership: page 25-- "People's behavior at the company [Southwest] reflects the values and mission that Colleen's contagious resonant leadership has helped create. Resonance is a way of life, not just an abstract goal. People demonstrate obvious, tangible care and concern for one another, and yet they are direct and hold each other accountable for getting the job done and living the company values." [emphasis added]
On Sacrifice Syndrome: page 18-- "Like Eduardo, we miss the real goals and create dissonance along the way. Our negativity causes us to close down and to stop functioning effectively. At the same time, our stress and negative emotions are actually contagious,. . . It becomes a vicious cycle: power stress, sacrifice, dissonance, more stress, and more sacrifice. . . . that's the challenge of being a leader today: how to manage the Sacrifice Syndrome, to build and sustain resonance in the face of great trials."
On Infectiousness of Resonant Leadership: page 25-- "People's behavior at the company [Southwest] reflects the values and mission that Colleen's contagious resonant leadership has helped create. Resonance is a way of life, not just an abstract goal. People demonstrate obvious, tangible care and concern for one another, and yet they are direct and hold each other accountable for getting the job done and living the company values." [emphasis added]
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