Great Quotes about Leadership

From: http://www.poemofquotes.com/funny-quotes/work-leadership-quotes.php</span>

Leaders aren't born they are made. And they are made just like anything else, through hard work. And that's the price we'll have to pay to achieve that goal, or any goal.
Vince Lombardi

Management works in the system. Leadership works on the system.
Stephen R. Covey

Leadership has a harder job to do than just choose sides. It must bring sides together.
Jesse Jackson

Leadership is the art of getting someone else to do something you want done because he wants to do it.
Dwight D. Eisenhower

A leader is a dealer in hope.
Napoleon Bonaparte

A leader is best when people barely know he exists, not so good when people obey and acclaim him, worse when they despise him....But of a good leader who talks little when his work is done, his aim fulfilled, they will say, "We did it ourselves.
Lao Tzu

I am more afraid of an army of 100 sheep led by a lion than an army of 100 lions led by a sheep.
Talleyrand

I start with the premise that the function of leadership is to produce more leaders, not more followers.
Ralph Nader

The first responsibility of a leader is to define reality.
Max Depree

To work in the world lovingly means that we are defining what we will be for, rather than reacting to what we are against.
Christina Baldwin

Success is to be measured not so much by the position that one has reached in life as by the obstacles which have been overcome while trying to succeed.
- Booker T. Washington

Leadership is the ability to get extraordinary achievement from ordinary people.
- Brian Tracy

Some more quotes about leadership from Leader Quotes

Jim Rohn: Leader Quotes
Leadership is the challenge to be something more than average.
Henry George: Leader Quotes
Let no man imagine that he has no influence. Whoever he may be, and wherever he may be placed, the man who thinks becomes a light and a power.
Lewis Grizzard: Leader Quotes
Life is like a dogsled team. If you ain't the lead dog, the scenery never changes.

George Bernard Shaw: Leader Quotes
Life is no brief candle to me. It is a sort of splendid torch which I have got a hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations.
Washington Irving: Leader Quotes
Little minds attain and are subdued by misfortunes; but great minds rise above them.
Henry Gilmer: Leader Quotes
Look over your shoulder now and then to be sure someone's following you.
Frank Mckinney Hubbard: Leader Quotes
Lots of folks confuse bad management with destiny.
E. B. White: Leader Quotes
Luck is not something you can mention in the presence of self-made men.
Daniel H. Burnham: Leader Quotes
Make no little plans. They have no magic to stir men's blood and probably themselves will not be realized. Make big plans. Aim high in hope and work. Remembering that a noble, logical diagram once recorded will not die.
Niccolo Machiavelli: Leader Quotes
Make no small plans for they have no power to stir the soul.
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“Knowledge, Skills and Attributes of

Culturally Competent School Leaders”

General Statements
Leaders Need
· Understanding of critical theories about how
people learn, and the impact of race, power,
legitimacy, cultural capital, poverty, disability,
ethnicity, gender, age, language, and other
factors on learning

· Understanding of patterns of discrimination
and inequalities, injustice, and the
benefits and liabilities associated with
individual groups

· Ability to articulate his/her own philosophy
of education and use it to maintain the
status quo or to empower others’ active
participation in their own transformation
Knowledge
· Knows and questions his/her values,
commitments, beliefs, prejudices, and uses of power and influence
· Understands varied contexts and situations and
accepts challenges presented
· Understands cultural history of school,
community, and parents
· Possesses a global perspective
· Knows culturally relevant curricula and
instructional strategies in support of
student achievement
· Knows about various learning styles and
different ways to assess student
understanding
· Knows processes for informing and mobilizing
organizational change/cultural
competence
· Knows about and how to use data
· Understands and manages collaboration with
community, capitalizing on the
community’s assets

Skills
· Possesses capacity to break down systems of
practice that perpetuate inequalities
· Engages people from
different cultures; acts as
“cultural broker”
· Conducts “situational audits”
· Creates a “safe” environment of cultural competence where people are held accountable;
facilitates dialogue and
mediates confl ict
· Eff ectively communicates a culturally competent vision and its goals
· Has capacity to catalyze change and deal with
dissonance
· Manages pressure, tension, stress, and turbulence
Attributes
· Empathy/Caring
· Commitment—heart, spirit, and energy
· High expectations for all
· Role model
· Open to change and to
differences
· Values cultural diversity
· Comfortable sharing power
From : PREPARING AND SUPPORTING DIVERSE, CULTURALLY COMPETENT LEADERS: Practice and Policy Considerations
http://www.iel.org/pubs/diverseleaders.pdf</span>

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Leadership Qualities

Ten Ways to Identify a Promising Person
Here are several traits to help identify whether someone is capable of learning to lead.
  • Leadership in the past.
  • The capacity to create or catch vision.
  • A person who doesn't feel the thrill of challenge is not a potential leader.
  • A constructive spirit of discontent.
  • People locked in the status quo are not leaders.
  • Practical ideas.
  • Brainstorming is not a particularly helpful practice in leadership, because ideas need to stay practical.
  • A willingness to take responsibility.
  • A completion factor.
  • Mental toughness.
  • Peer respect.
  • Family respect.
  • A quality that makes people listen to them.
  • Does this person have a destructive weakness?
  • Can I provide this person the environment to succeed?
What is the Role of Leadership?
You may have the following questions about your peer leaders.
  • What do long-term school reform leaders view as their essential professional competencies?
  • What do they see as their role in sustaining reform?
  • How do they engage teachers, families, and communities in partnerships that build programs to help children meet challenging standards?
  • How do such leaders know when they are doing a good job?
Dimensions of Sustaining Leadership
  • Partnership and voice
  • Vision and values
  • Knowledge and daring
  • Savvy and persistence
  • Personal qualities (passion, humor, and empathy strength of character, general maturity, patience, wisdom, common sense, trustworthiness, reliability, creativity, sensitivity)
From: http://www.nsba.org/sbot/toolkit/LeadTeam.html


15 LEADERSHIP QUALITIES
Following is a list of the 15 leadership qualities included in the informal Education World survey. We asked respondents to identify the ten traits they felt were the most essential traits of a strong school leader and to rank them in order of importance from 1 (most important) to 10 (least important of the ten).
  • Has a stated vision of what the school can be and a plan to achieve that vision.
  • Helps develop the leadership skills of others.
  • Does not tolerate bad teachers.
  • Offers kindnesses and kudos that make a difference to staff and students.
  • Is visible -- gets out of the office and is seen all over the school.
  • Knows students' names and talks with students on a regular basis.
  • Has a sense of humor.
  • Shows that he or she is in charge when that needs to be done.
  • Shows that he or she is not in charge alone by getting others involved in meaningful ways.
  • Is trustworthy and straight with students and staff.
  • Is good at "politics," a diplomat.
  • Clearly states goals, expectations, and standards -- for students, staff, and parents.
  • Develops strong teachers; helps cultivate good teaching practice.
  • Is a role model for students and staff.
  • Is an insulator -- protects staff from distractions that get in the way of teaching kids.

from: http://www.educationworld.com/a_admin/TM/WS_leadership_qualities.shtml

Shifting leadership roles

In schools where teachers are empowered to be leaders, the focus of control for the substance of
organizational change shifts from the principal to teachers. It is an evolutionary process that is totally
dependent upon principals trusting teachers and teachers trusting their principals. The principal who has
great trust in the abilities of staff members would be classified as a Theory Y principal (McGregor, 1960).
They believe that:

· Work was as natural as play or rest.

· Persons would exercise self-direction when working together toward meaningful objectives.

· Commitment is related to the rewards associated with achievement.

· Individuals learn to accept and seek responsibility.

· The capacity to help the organization solve its problems is widely distributed among the members
of the organization.

· In most organizations the intellectual potential is only partially utilized.

This information from:
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Terry,%20paul%20M.%20Empowering%20Teachers%20As%20Leaders.pdf