Pick a leader and explain who the person is
1. Some of this week’s reading rehearses different theoretical approaches to the term leadership. Pick a “leader” and explain who the person is. Then, using one of the theoretical approaches, analyze the person’s leadership. What does your theoretical approach say a “good” leader is? To what extent does your chosen leader match up?
*Please use the following below as a resource: Chapters 10 and 11 were sent in a previous email.
Papa, M. J., Daniels, T. D., & Spiker, B. K. (2007). Organizational communication. SAGE Publications.
2.In many ways, leaders in today’s organization must strike a balance between winning the loyalty of those under them and using “pressure points” or force to maintain productivity. Given this week’s case study, how might a leader go about doing that? Justify your answer based on some of the theories of leadership found in our readings this week.
*Please use the following below as a resource: Chapters 10 and 11 were sent in a previous email.
Papa, M. J., Daniels, T. D., & Spiker, B. K. (2007). Organizational communication. SAGE Publications.
Case Study 2: The Case of an Underperforming TeacherPart I:You are the principal of a non-profit preparatory academy known for its values and teaching standards. You are fairly new to the institution and to your leadership role, having taken your current position at a time when the demand for accountability for teachers continues to increase. The past principal, who led the institution through the implementation of common core, unofficially embraced values that included compassionate mentorship, especially as teachers scrambled to implement the common core curriculum. She more or less successfully led the institution with her ability to listen empathetically to teachers’ concerns and frustrations, especially during that difficult time of change, and her leadership style was adopted into school culture. At the beginning of the school year, you, as the principal of the school, hired Jeff Fulmer, a new teacher who recently graduated. He passed the state tests for requisite content knowledge with decent scores. During the interview process, you found him to be engaging and charismatic, and you thought he would be a good fit for your school. However, Jeff’s charisma belied his performance in the classroom. This is his first job as a teacher, and Jeff has not consistently shown progress in his teaching abilities. For example: During routine first-year classroom observations, Jeff has failed to consistently activate learners’ prior knowledge. Coaching does not appear to have helped. Additionally, his fellow 5th grade team members sometimes complained about his classroom management. Additionally, Jeff’s participation on team assignments has not been ideal. During the planning and practicing phases of the 5th grade school play, Jeff contributed minimally to planning and did not always follow through with assignments he was given as a junior member of the team. During practice sessions with the children, Jeff did not engage with them effectively and did not apply effective disciplinary strategies. Upon the recommendation of your assistant principal of instruction and after several conversations with Jeff’s team leader you have decided that Jeff’s contract should not be renewed for next year.
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