Running head: LEADERSP SELF_ASSESSMENT

Leadership Self-Assessment
Lynn Rush
University of New England

Dr. CannanEDU 701

Educational Leadership
November 8, 2015

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Leadership Mission Statement

My mission, as a leader, is to continually increase my knowledge and skills in
order to effectively assist those that I work with. I will use my strengths to encourage
others to perform their best for themselves and for the students that they work with. I
will create opportunities to enhance the skills of others and create structures that allow
growth in skills, consistency in programing, and rigor of curriculum.
Leadership Strengths and Traits
Leadership Style
Leaders know themselves; they know their strengths and nurture them (as cited in
Glanz, 2002, p. 15). My three top scores from the Assessing Your Natural Leadership
Qualities survey are Dynamic Supportive, top score of seven, and Adaptive Aggressive
and Creative Assertive, an equal score of five in both. Each style is varied in their goals
and methods, however I can relate to elements of each in my style of leadership. Having
the combination of Dynamic Supportive and Adaptive Aggressive is like living with a
constant tug of war between the heart and the brain.
Strengths
Glanz states Dynamic Supportive quality type is typical of a number of
professions, two being teachers and therapist. I have significant interest in both
professions and find great satisfaction in helping others. As a Dynamic Supportive, I am
warm hearted, sincere, reliable, humorous compassionate, and strong yet gentle (p. 39).
However, another descriptor that Glanz provides for this category is charismatic, and I do
not view this as an accurate descriptor of me.

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Adaptive Aggressives are described as fearless and have the ability to turn ideas
into action (Glanz, 2002, p. 53). I typically work behind the scenes to make things
happen, and enjoy taking visions and plans and making things happen. I am socially
aware and goal oriented. I find that I am the most impressed with Dynamic Aggressive
and develop relationships with those in this category. All are characteristics of an
Adaptive Aggressive.
Creative Assertives are not dynamic or charismatic, but have a heightened
sensitivity and perceptual ability (Glanz, 2002, p. 72). I am creative, self-sufficient,
reflective, and a visionary. I am also sensitive and caring and also have the skills of
being a creative problem solver.
Consequences
An area that I need to be more attentive to, as a Dynamic Supporter, is prioritizing
commitments without taking on false guilt when I delegate or say no. Another area,
probably the greatest area of concern, is investing time and consistent effort in self-care.
As an Adaptive Aggressive, I need to constantly remind myself that the process is as
important as the product. I also try to do it alone and need to build alliances through
consensus building (p. 53). In regards to Creative Assertive qualities, I can have
emotional swings and have to be attentive to my thoughts in order to avoid depression. I
can feel energized by fresh ideas but struggle with acceptance and find myself feeling
discouraged when the behind the scenes activities are credited to someone else or not
recognized.

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Scenarios in Action
Last year, as a new administrator, the first assignment given to me was to review
the needs of students who receive services, assess the number of education technicians
needed, in each 1,2, and 3 categories, and assign education technicians to the area of
need. This required a lot of work and great effort to meet student needs and to keep
people in the same category in order not to bump people from one category to a less
paying one or to reduce the number of education technicians. However, to keep people at
the same pay required moving people. This was uncomfortable because people were use
to where they worked and the pay. Even though there was tremendous effort put forth to
respect category and student need, people interpreted it as if they are not valued. Even
though the motivation behind the process was from a Dynamic Supportive perspective, I
believe that many would label this as more of an Adaptive Aggressive quality. The
struggle that I have is not responding to this from my Creative Assertive qualities of not
being overly sensitive and desiring the approval of others. This has been a tough
struggle. The district is going through a consolidation and possible closure of a school
building. This increases anxiety for all.
Others View
I know some view my leadership style as insensitive to staff needs. Some
education technicians have made a complaint to the union regarding administration in
regards to the process of placement of education technician. There are 31 education
technicians and 121 students who receive services. The task of meeting student needs,
education placement, and respecting the financial aspects of the decision makes this a
difficult task. Some have felt that changes were done in an insensitive manner. There

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has been a lot of thought and time, and I have felt frustrated with the response because,
ironically, my intent in participating in this task is fairness in the process, but that is not
how it is perceived.
Conclusion
I am learning how to engage the leadership role as an administrator as compared
to a leadership role as a teacher. I am finding that it requires different skills. As a
teacher, I could take a more direct path to goals because the area of responsibility was my
own classroom. I could encourage others and share resources, but not feel any
responsibility for the choices of other teachers. As an administrator, the path is less direct
and even though I strive for success, I am learning that it is not always a motivator for
others. Some feel good enough is good enough and if methods were not challenged
before, why is it being questioned now. How to motivate others without discouraging
them or creating defensiveness is a challenge. I have worked in education for 25 years
and I am finding that administration, especially in times of change, is a continuous
challenge and I am in need of studying the art of leadership. One area in particular is to
lead by encouraging reflection and provide opportunities for input.

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References
Glanz, J. (2002) Finding your leadership style: A guide for educators. Alexandria, VA:
Association for Supervision and Curriculum Development.