Please consider this an introduction to the concept of strength based leadership. I have intentionally simplified themes for fast results that may inform how we divide into subcommittees, how we approach equity training with one another, and how we tackle the charge of enhancing racial equity in policy. If you would like to learn more about building your leadership and organizing teams based on strengths, Conchie and Rath are a great resource. They have developed their own survey that helps participants determine their top 5 Themes that increase the health of the organization. This professional survey can be found at
Gallup StrengthFinder for a small participation fee. Along with the results, they provide information on how to maximize your strengths and achieve the best results in your work.
I read this book recently in my administrative studies at PSU. I wrote a reflection about the process of taking the Gallup survey and identifying common themes. My personal response is posted below in an effort to open the door for dialogue from
you. Not only am I interested to see if SACET members feel this type of data is useful, but also to inform my future work a future school administrator.
Shannon’s Strengths
1) Strategic, 2) Achiever, 3) Activator, 4)
Connectedness, 5) Self-assurance
“The most effective leaders are always investing in strengths.” (Conchie & Rath).
Reoccurring themes identified by StrengthFinder seems to fit my approach to
education, and to my personal life as well.
I scored highest in Strategy and Achievement, which is not a surprise to
me. Since I was very young, I have known that I tend to think in strategies and
love to solve practical problems. I can recall taking the WISC test (Wechsler
Intelligence Test for Children) in my early years in grade school, which found
similar results. I have a background in art and enjoy building in bricolage-
turning ‘nothing’ into ‘something’- which I believe takes a creative problem
solver. In my adult life, I have been a single mother for ten years, juggling
schedules and bills. This reality has made me extremely aware of my ability to
think strategically in difficult situations. Similarly, strengths as an
achiever have also been clear to me since childhood. While at times I can be
too critical of my performance, overall I am able to keep the inner Achiever
appeased by setting immediate goals that I may celebrate every day.
In
reflecting upon my past experiences, from grassroots organizer to founding
staff of new Charter school initiatives, I am able to understand how to see
myself as an Activator. I thrive in environments when I am able to be the voice
for a common cause. Perhaps teaching itself could be considered within the
Activator role, as the best teachers tend to work on behalf of the students.
The Activator does not merely wish to promote her own agenda, rather sets the
wheels in motion so that others may carry the torch (Conchie & Rath, p
107). This sentiment is similar to that of the “Connected” leader, my 4th
strength from the assessment. A leader who exhibits connectedness will seek out
cross-cultural opportunities, helping parties move beyond thinking in terms of
“us” and “them”(Conchie & Rath, p 139). Conchie and Rath mention that the
depth of the Connected leader goes deeply within, often in a spiritual nature.
Perhaps that spiritual force that has driven me is identifying as a bi-racial
woman and wishing to pass on the gift of racial equity that my family has
bestowed upon me. For me, this is deeper than religion. This is my soul.
It
is the areas of Activator and Connectedness that I would like to explore in
reference to educational equity for students of color, ELL students, students
with disabilities, and those from poverty. Both strengths lend themselves to
humanist approaches to education. Activators and Connected leaders are skilled
with making one-on-one relationships that influence the development of both
parties. This is the basic principal that must exist in order for marginalized
populations to feel empowered. The thing that I find to be the most remarkable
about the Activator is her ability to boost hope in a community and move from
“fear” to “action” (Conchie & Rath, 106). I believe this to be an essential
tool in taking on racism and classism within the institution of education. The
action could take the form of encouraging parents of color to join the PTA, supporting
teachers of color as they address racial equity in curriculum with colleagues,
and assisting students of low SES in researching potential post-secondary
programs.
Coupled
with this action-based approach, Connectedness will help provide safety and
symbolism for the community as they move through difficult transitions. Recent
boundary changes in PPS have upset cross-cultural communities, particularly in
the Jefferson cluster. In a case like this, a connected leader would seek ways
to reassure families that they are not alone in their frustration and fear in
the transitions. The connected leader may host a multi-cultural potluck to honor
all of the rich cultures joining to create a more diverse, more beautiful
community. The bridge-builder would go to work and engage with individuals as
well as groups to solicit information that will help resolve the conflict at
hand.
While
I am confident in moving forward- my fifth strength is “self-assurance” – I am
aware that I will need to continue to develop both in areas of strength and
weakness. As a result, I have developed three goals for the coming year:
1) As a strategic leader, it will be essential for me to
have standards that allow transparency for faculty, staff, and community so
that implementation of new systems will be well received.
2) Achievement is important to me, yet I must remember to
take time for myself. In this next year, I look forward to learning how to
balance educational administration with parenting. I am eager to ask my mentor
how to facilitate this well
3)
As an Activator, I would like to set a very specific goal of identifying
one theme in my practicum experience
that I would like to address the following year, regardless of where I am
assigned. There are several common themes within many SIPs. I hope to dive
deeply into data that will uncover a contributing factor leading to the
achievement gap that I may influence in calling the community to action.
I
appreciated the experience of utilizing StrengthsFinder as a tool to fine tune
effective leadership. However, I was not able to find out which areas I scored
lowest. While I understand that the authors speak against the idea of
“well-rounded” leadership, I still would have found it helpful to examine where
my areas of weakness lie. I would not have used this information to strive to
improve upon them, for that, according to Conchie & Rath, would dilute my
strengths. Yet I do feel that being aware of shortcomings is both a humbling
experience and an opportunity for reflection.
w~~0_35.JPG)
