Leadership Capacity Chapt. 1

A teacher chooses to transfer to a middle school that seemed to be moving in a positive direction. When she got there, the principal changed and the school didn't seem to be moving in the direction that she imagined. She was disappointed but over time, the new principal made the transition and she learned about leadership capacity. In the end, she became the new principal.

Lambert compares constructivist teaching with leadership and teaching habits of the mind and leading. She connects best practice teaching with best practice leadership. That is why outstanding teachers can become outstanding principals. They seek and value teachers' points of view. There is reflection, dialogue, challenge of beliefs and they work together to focus on the Big Picture. Educational leaders work to make their school a learning organization.

Excellent leaders model and help others reflect on their own teaching and learning. The raise challenging questions and model risk taking.

I love the Leadership Capacity Matrix on page 5. The matrix relates low to high skill with low to high participation. Obviously the goal is high skill and participation. This leads to shared leadership, vision, inquiry based, broad involvement and collaboration, reflective practice and improving student achievement.

What level is my school right now? What is their potential? What level is my church right now? What is their potential? What level is my family? What level is their potential? What level am I at right now? What is my potential?