Group+2+-+Educational+Leadership

= Great Quotes about Leadership = From: [|http://www.poemofquotes.com/funny-quotes/work-leadership-quotes.php

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]

Leadership is the challenge to be something more than average. 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. Life is like a dogsled team. If you ain't the lead dog, the scenery never changes.
 * Jim Rohn: Leader Quotes**
 * Henry George: Leader Quotes**
 * Lewis Grizzard: 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. Little minds attain and are subdued by misfortunes; but great minds rise above them. Look over your shoulder now and then to be sure someone's following you. Lots of folks confuse bad management with destiny. Luck is not something you can mention in the presence of self-made men. 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. Make no small plans for they have no power to stir the soul.
 * George Bernard Shaw: Leader Quotes**
 * Washington Irving: Leader Quotes**
 * Henry Gilmer: Leader Quotes**
 * Frank Mckinney Hubbard: Leader Quotes**
 * E. B. White: Leader Quotes**
 * Daniel H. Burnham: Leader Quotes**
 * Niccolo Machiavelli: Leader Quotes**

 General Statements  ·  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 ||  ·  Possesses capacity to break down systems of  practice that perpetuate inequalities  ·  Engages people from different cultures; acts as  “cultural broker” <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Conducts “situational audits” <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Creates a “safe” environment of cultural competence where people are held accountable; facilitates dialogue and mediates confl ict <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Eff ectively communicates a culturally competent vision and its goals <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Has capacity to catalyze change and deal with dissonance ·  Manages pressure, tension, stress, and turbulence  ||< ** Attributes ** <span style="FONT-SIZE: 11.5pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Empathy/Caring <span style="FONT-SIZE: 11.5pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Commitment—heart, spirit, and energy <span style="FONT-SIZE: 11.5pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  High expectations for all <span style="FONT-SIZE: 11.5pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Role model <span style="FONT-SIZE: 11.5pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Open to change and to  differences <span style="FONT-SIZE: 11.5pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Values cultural diversity ·  Comfortable sharing power || <span style="FONT-SIZE: 8pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Comic Sans MS'; mso-bidi-font-family: TechnoRegular">From : <span style="FONT-SIZE: 8pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'TechnoRegular','sans-serif'; mso-bidi-font-family: TechnoRegular"> <span style="FONT-SIZE: 8pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Comic Sans MS'; mso-bidi-font-family: TechnoRegular">PREPARING AND SUPPORTING DIVERSE, CULTURALLY COMPETENT LEADERS: Practice and Policy Considerations <span style="DISPLAY: block; FONT-SIZE: 50%; FONT-FAMILY: 'Comic Sans MS', cursive; TEXT-ALIGN: left">[|http://www.iel.org/pubs/diverseleaders.pdf</span] <span style="DISPLAY: block; FONT-SIZE: 50%; FONT-FAMILY: 'Comic Sans MS', cursive; TEXT-ALIGN: left">>
 * < ** Leaders Need **
 * < ** Skills **

Leadership Qualities Here are several traits to help identify whether someone is capable of learning to lead. You may have the following questions about your peer leaders. > || From: <span style="FONT-SIZE: 12pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"><span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"><span style="FONT-SIZE: 12pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA">http://www.nsba.org/sbot/toolkit/LeadTeam.html
 * **Ten Ways to Identify a Promising Person**
 * 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? **
 * 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) ||

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).
 * **15 LEADERSHIP QUALITIES** ||
 * 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

<span style="FONT-SIZE: 140%; COLOR: #d700ff; FONT-FAMILY: 'Courier New', Courier, monospace">Shifting leadership roles <span style="COLOR: #000000; FONT-FAMILY: 'Courier New', Courier, monospace">In schools where teachers are empowered to be leaders, the focus of control for the substance of  <span style="COLOR: #000000; FONT-FAMILY: 'Courier New', Courier, monospace">organizational change shifts from the principal to teachers. It is an evolutionary process that is totally <span style="COLOR: #000000; FONT-FAMILY: 'Courier New', Courier, monospace">dependent upon principals trusting teachers and teachers trusting their principals. The principal who has <span style="COLOR: #000000; FONT-FAMILY: 'Courier New', Courier, monospace">great trust in the abilities of staff members would be classified as a Theory Y principal (McGregor, 1960). <span style="COLOR: #000000; FONT-FAMILY: 'Courier New', Courier, monospace">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