By Sheryl G. Feinstein, Robert W. Kiner
Build in your staff’s strengths for optimized leadership
Best-selling writer Sheryl G. Feinstein demonstrates how academic leaders can practice a favored company prototype of management strengths and the newest mind study to guide successfully. Her new booklet, co-authored by way of veteran administrator and educational chief Robert W. Kiner, outlines 4 management styles—executer, courting builder, influencer, and strategic thinker—and indicates easy methods to capitalize on them to:
- Create a favorable college culture
- Mentor and supervise teachers
- Keep tune of standardized testing
- Foster group partnerships
- Use facts to notify curriculum and instruction
The authors hyperlink present cognitive learn with the demanding situations of academic management to clarify the hyperlinks among neural wiring, studying, and leading.
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Extra resources for The Brain and Strengths Based School Leadership
Example text
This means that dendrites and synaptic connections (knowledge) have been and continue to be made. No one’s snoozing at the wheel. But the news just gets better. Repeatedly using strengths ensures that synaptic connections are bolstered and reinforced. For instance, the Strategic Thinker gathers information; whether it concerns differentiated instruction or starting an after-school program, this person is a collector of information. By constantly and continually collecting information, this quality becomes second nature.
No brain power is wasted on their watch. Emotional flares? Yes, on occasion school leaders do have emotional eruptions (they are human, after all), but the vast majority of the time, they temper outbursts with their logical frontal lobes. Instead of getting angry with the teacher who yelled at a student (unacceptable behavior), they let their emotions calm down before the conversation begins. When the faculty meeting becomes contentious, they resist a mental meltdown and turn their attention to the agenda and the mission.
On the flip side, if we’re depressed or anxious, all experiences are clouded, making it difficult to get up in the morning let alone remember how to balance the budget prudently or complete the teacher evaluations pronto (Ledoux, 1996). For too long, our schools have underestimated the power of emotions and have in fact tried to separate schools from emotions. The common thinking was that if we mixed the two, disorder and confusion would rule; there was a real possibility of stirring up wild abandon and bedlam.
