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HOW TO BE A FIREBALL
LEADER WITHOUT
GETTING SINGED
Dr. David B. RossDr. David B. Ross
Nova Southeastern UniversityNova Southeastern University
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WHY WEHERE?
Share thoughts to lead a Charter School
Unique differences in Charter Schools
What are the stressors of leading a Charter
School
What can we do about disruption: Prepare
possible solutions
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UNIQUE I ERENCES
Multi-tasking environment
Shortage of personnel
doing more with less
Parental expectations Public expectations
ifferent needs according to your customer
Beginning teacher programs
Size of school Training availability like the public district
State certification and experience
Unions and contracts
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STRESSORS
Unable to do-it-all
limited personnel
meetings
Funding and added expenses
mismanagement of funds
transportation
food service
facilities
Student Achievement
school grade
follow ESE/ESOL accommodations (hire outside)
Lack of trained personnel (based on public districts agreement)
Public image
Please the Governing Board & Authorizers (mission and vision)
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CHARACTERISTICS OF DISRUPTION
Ignore issues occurring in your school
Poor preparation: No agendas
Personal agendascannot have different ideas and direction
must be consistent
condition the school cultureAllow people to fail; school fails
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AWHACKON THESI EOF THEHEAD
Penalty of leadership look at yourself
Your leadership style
Ability to communicate effectively
Ability to organize time
Know your limitations
do not be afraid to ask
you cannot do it alone
Situational Leadership
Herrmann Brain Dominance
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SITUATIONALLEADERSHI
A situational leader is one who can adopt
different leadership styles depending on the
situation
Directing
Coaching
Encouraging
Delegating
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HERR ANN RAINDO INANCE
The Herrmann Brain Dominance
Instrument (HBDI) is a system claimed to
measure and describe thinking preferences
in people, developed by William Herrmann
Analytical thinking
Sequential thinking
Interpersonal thinking
Imaginative thinking
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BRAIN DOMINANCE
Thinking Style Preferences
What we pay attention to
What we learn best
What motivates us
How we communicate
How we do what we do
How we make decisions
What we are successful at
How we interact with the world
How Brain
Dominance Leadsto Bottom Line
Outcomes in
Business,
Learning and Life
IMPACTS
L A S
INFLU NC S
IMPACT F T INKING STYL S:
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Logical
Analytical
Fact Based
Quantitative
Holistic
Intuitive
Integrating
Synthesizing
Organized
Sequential
Planned
Detailed
Interpersonal
Feeling Based
inesthetic
Emotional
Whole Brain Model
B
D
C
A
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Our Personal Share of the Four Selves
Make it
Happen
nowing
the Facts
Finding
the Way
Dealing with
Feelings
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DOYOU LAYWELLWITHOTHERS
Power of influence: Sharing the process information
expertise
referent reward
Systems Approach PeterSenge systems bring together or combine to produce a result
focus on the whole rather than parts
the discipline that integrates the others, fusing them into a coherent
body
Theory Fast Ball & the Millwright Died
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SOLUTIONS
Place emphasis on the students
Be proactive and know your effective facilitators
Build trust
Allow experts to be experts
Condition the school culture
Run the school like a commercial
product, fun, memorable
Share power
let it go! Do not waste valuable time reward human capital
Understand change occurs over time
Bad ideas at one time are
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THE EGINNING
Share your thoughts and
comments!
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REFERENCES
Canton, J. (2006). The extreme future: The top trends
that will reshape the world for the next 5, 10 and20
years. New York, NY: The Penguin Group.
Cornish, E. (2004).
Futuring:
The exploration of the future.Bethesda,MD: World Future Society.
De Pree, M. (1989). Leadership is an art. New York, NY:
Dell Publishing.
Naisbitt, J. (2006). Mind sets. New York, NY: HarperCollins
Publishing.
Senge, P. (1990). The fifth discipline: The art and practice
of the learning organization. Doubleday.