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Past and Present Definitions
This timespan is for Past and Present Definitions of Leadership from May 15, 1987 to July 13, 2013. -
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Trait Theory
My first definition of leadership was that people were born leaders (Manning & Curtis, 2012, p. 16). The people I observed in my daily life (teachers, peers, parents) all seemed to possess traits specifically to them. In this perceptive, I saw people who seemed to naturalyl have traits that made them regonized as leaders. Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York: New York City. -
General Schooling
While in school I observed teachers who were leaders because I thought they had traits specific only to them that made them the leaders of the class, -
High School
Starting high school signified my definition of leadership as behavors done that cause others to be leaders. I saw athletes who were more popular and had more of an influence in leading others. During this event and time, my perception of leadership was based on how I saw others leading people, and in this realm it would be in the behaviors that made peers popular, -
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Behavior Theory
Once I began high school, it began to seem that people were still leaders based on traits inherent to them, but also that their behavior determined if they were leaders or not (Manning & Curtis, 2012, p.19). As I observed my peers, it seemed that students who behaved a certain way were the ones who led the school. Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York: New York City. -
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Situational Leadership
I defined leadership during this time as situational (Manning & Curtis, 2012, p. 41). I saw peers who were leaders based on situational factors that allowed them to rise to be leaders. In my mind, people could become leaders based on the situtations they were in. This included my ideas of obtaining employment, it was all about timing and the perfect situation for someone to become a leader. Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York: New York City. -
Fire
While at Judson College a fire alarm went off in the dorm. Another resident in the Resident Hall evaculated all of us based on the procedures we had been taught. This event helped mold my view of situational leaders, he was not an RA but based on the factors happening, he was able to lead. -
Employment Training
The first thing I was trained on when I was first employed at Ombudsman was to gain a rapport with the students. Students were in an alternative setting, and building a rapport was first on my duties. I was told that students would respect me once I had built a positive rapport with them, and this would be my first priority. This event shaped my definition, in showing care and having that be a form of leadership, -
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Caring Leadership
I entered the professional world and my definition of leader changed to caring leadership (Manning & Curtis, 2012, p. 10). I saw that respect was given to a leader if the leader was able to demonstrate that he or she cared. I saw this in my profession, in Chicago where students do not trust easily, I saw the walls break down when the leader (teacher) showed care for the students. Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York: New York City. -
Collaboration
"You will never do anything alone here at New Tech," my Principal told me once I accepted the job. My definition of leadership changed to participative. Leadership became about collaboration, sharing ideas with collegues, and involving students. -
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Participative Leadership
My definition of leadership changed to that of participative (Manning & Curtis, 2012, p.52). I began to see that leadership can be gained through multiple avenues, but the most important thing is what you do with the leadership you have. I moved into a definition that leadership should be shared, and everyone can have a role in it. Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York: New York City. -
Tranformational
After reflecting on the past year at New Technology High School, my present definition for leadership would fall under transformational leadership (Manning & Curtis, 2012, p. 27). In teaching, the relationships you build with students is so important to how they will trust and follow, and the same goes for the same structure within the institution. Manning, G., & Curtis, K. (2012). The art of leadership (4th ed.). New York: New York City.
