What disposition do you see Michelle bringing to leadership?
Michelle's character is one of caring, taking risks, listening, ability to self-reflect, supportive, confident, and patient. She has recognized that changes needed to be made, so she set goals to accomplish for the betterment of the program. Having an ability so self-reflect is a strength within itself, and actually changing the areas that needs improvement are qualities of a great leader.
How are your dispositions similar to or different from Michelle's?
As I self-reflect on myself, I notice that I can sometimes be very blunt about things that it may offend people even if it was not my intention. I am very caring and supportive, but I have found to do things on my own as I have high expectations and I know that things will get done. Some people have told me that I am a mover and a shaker, and even though it is a strength, it may also be damaging. I would need to build a positive relationship with all of my staff, so I can trust their abilities and their commitment to change as change is usually for the good. Like Michelle, I love to self-reflect as I believe it is my best way to be aware of what I can improve on. I am caring, a risk-taker, and very supportive for the betterment of any program.
What aspects for her vision appeal to you?
Her vision of recognizing staff change over and making changes in every aspect to have a quality program. Her changes included time, finances, support, meaningful trainings, and much more. After making changes and becoming more of a mentor, she allowed and trusted other teachers to use their strengths and be mentors also.
What could you imagine yourself doing that is inspired by this story of Michelle's work?
I actually really liked interviewing candidates in small groups and having them on a probationary period, and beginning with non-child duties. What is presented on a resume or job application doesn't provide a clear character of the individual. What is on paper and how they apply their abilities are all different. The meaningful trainings are very positive for the workplace; challenging the experienced teachers, and supporting the new ones. Michelle's story is one of taking risk to making positive changes in the program by being a manager and mentor.
Hi Anjoleen,
ReplyDeleteYou mention risk-taking when discussing Michelle. I wonder if Lettie would be considered a risk-taker as well? Is there a specific action of Lettie's that would position her as a risk taker? How do you know? Is her risk-taking different than Michelle's?
Throughout many of the blogs this week, I have been suggesting different centers to the triangle framework. I wonder how placing risk-taking at the center of the triangle might inform balance within the triangle. Can risk-taking be defined in different ways depending on the side of the triangle?
Can different definitions of risk-taking exist in the same program? How might a director define risk-taking? Can a director's definition influence how a teacher might define and enact risk-taking? Might this also influence how children define and enact risk-taking?
Jeanne