Servant Leadership Practices for the Classroom

1. Servant Leadership Practices for the Classroom

2. Servant Leadership Personal Character Connecting with People Service Attitude

3. Purpose • This professional development workshop is all about your personal growth as a leader and your mission to help others grow. • Servant Leadership involves: • Inner Inspection • Outward Action

4. Questions to Ask Yourself • What are my servant leadership strengths? • How can I strengthen them? • How can I pass them on to others?

5. Soar with Your Strengths(Clifton and Nelson) Five Characteristics of a Strength: • Listen for Yearnings – a pull or attraction of one activity over another. Listen to the yearnings of others and watch out for “misyearnings.” • Watch for Satisfactions – activities we get a “kick out of doing.” These are not merely momentary pleasures, but form our intrinsic motivation. • Watch for Rapid Learning – catch on quickly – “I feel like I have always known how to do this.” Slow learning is evidence of a nonstrength. • Glimpses of Excellence - A performance is made up of a series of “moments” that can offer clues to a strength. • Total Performance of Excellence – A flow of behavior when there are no conscious steps in the mind of the performer.

6. Reflection The ability to engage in reflection is the difference between an “okay” leader and a good or great leader. Everything that happens has purpose and meaning. We learn from our mistakes. Better yet, we learn from others’ mistakes. If we do not reflect, we waste a growth opportunity.

7. Life changing, direction-changing, career changing revelations only come through deliberate, time-consuming, honest, and sometimes painful self-reflection. Reflection can turn ordinary occurrences into life-changing events. We can do this for ourselves and help others to grow through self-reflection.

8. “I believe each of us has two lives: the life we learn with and the life we live after that.” Robert Redford, The Natural

9. Factor #1 Humility • How do you model a humble character for your students? • Where and when do you do your best meditating? • How do you teach your students to self-reflect? • Which values do you believe are the most important to pass on to your students? • How do you put the needs of the students first? • How do you praise students and lift their spirits? • How do you open yourself up to your students? • Who do you go to for professional advice? • What activities (outside of education) are you involved in that strengthen your humble character? • How do you put yourself in your students’ shoes (empathize with their situations)? • What are your rules on touching/hugging students? • How do you teach the “Golden Rule” in your classroom?

10. Who am I? The first step in creating and maintaining a humble character is knowing who you truly are…..

11. Lens Principle • Who you are determines what you see. • Who you are determines how you see others. • Who you are determines how you view life. • Who you are determines what you do. John Maxwell: Winning with People

12. Maxwell’s Winning with PeopleQuestions (p. 14) Write a general philosophy statement about human nature and people in general. “I believe that humankind is basically…..”

13. Winning with PeopleQuestions (p. 14) • Am I generally optimistic or pessimistic? • Which childhood experiences have molded me into what I am today? • Who will I be in five years? • What are some personal qualities I need to cultivate?

14. Awareness of Self • What do I value? • To consider with respect to worth, excellence, usefulness or importance • What are my Beliefs? • What I hold to be true about something. • What are my Guiding Principles? • Comprehensive guidance I want to follow in translating beliefs into reality

15. Humble Character Humility is the most difficult servant leadership trait to model for others • Absence of ego, jealousy, and self-promotion • Putting the needs of others first • Team membership (walk and talk) • Elevating and praising others

16. Characteristics of Tenderhearted Leadership • Tenderhearted mercy (fair and caring) • Kindness (considerate toward others) • Humility (one of the team) • Gentleness (peaceful, calm, soft-spoken) • Patience (self-control)

17. Master vs. Servant Leader Master Leadership Servant Leadership “I make the decisions” “Together we will make the decisions” “I know best” “Together, we do our best thinking” “My needs are most important” “I operate based on others’ needs” Employ fear and intimidation Cooperative and trusting atmosphere “Listen to me” “I will listen to you” “I have the vision” “We create the vision” “Do it my way or leave” Cooperative decision-making Keep information a secret Share information Reactive Proactive Focus on speaking/telling Focus on listening

18. Master Leadership Servant Leadership Lectures Discusses Seeks personal success Seeks success for others/team Superior Humble Trusts self Trusts others Delegates with hesitation Delegates with confidence Draws strength from self Draws strength from God and others Judges others/ criticizes Helps others/ motivates “Gotcha” mentality Helps others grow/forgives mistakes Controls others Grants freedoms and allows choices “I will do it for you” “I will help you” “Follow me” “Let’s move forward together”

19. Factor #2Serving Others • How do you demonstrate genuine love for students? • How do you stay in tune with your mission to serve students? • How do you nurture students? • How do you show your students that you have given them your heart? • How do you support your colleagues’ professional, personal and spiritual needs? • In what ways do you sacrifice for others? • How do you “refuel” yourself when you feel “burn-out” from serving others? • How do you consistently make decisions based upon others’ needs? • How do you heal students of emotional pain? • What do you do to serve your students’ parents? • How does your mission act as your motivator? • How does your mission act as your stress reliever?

20. “If you look around, you’ll discover that there are people in your life who want to be fed – with encouragement, recognition, security, and hope. That process is called nurturing, and it’s a need of every human being.” John Maxwell, Becoming a Person of Influence

21. Nurturing leads to love and respect Love and respect lead to loyalty Loyalty leads to followers giving their best

22. Healing Servant leaders are adept at healing others as well as themselves. They help make others whole by facilitating the healing of broken spirits. Servant leaders share with followers the search for wholeness.

23. The Pain Principle • There are many hurting people • Those hurting people often hurt people (trouble-makers) • Those hurting people are often hurt by people (high maintenance) • Those hurting people often hurt themselves John Maxwell: Winning with People

24. Helping People Who Are Hurting • Don’t take it personally • look beyond the person for the problem (find the pain) • look beyond the situation • do not add to their hurt • help them find help

25. Mission of Service “We detect rather than invent our missions in life.” Victor Frankl: Man’s Search for Meaning

26. For teachers and administrators: • Mission is a motivator • Mission is a stress reliever

27. Writing a Personal Mission Statement for Serving Others “A personal mission statement based on correct principles becomes a standard for an individual. It becomes a personal constitution, the basis for making major, life-directing decisions, the basis for making daily decisions in the midst of the circumstances and emotions that affect our lives. It empowers individuals with the same timeless strength in the midst of change.” Stephen R. Covey, The 7 Habits of Highly Effective People

28. A personal mission statement moves one’s mission from the heart to the mind. • A personal mission statement describes: • Who you want to be (character) • What you want to do (contributions and achievements) • A personal mission statement reflects uniqueness in content and form.

29. My Personal Mission Statement I will strive to improve my servant leadership skills and expand my circle of influence in order to inform others of servant leadership. I will do this through constantly abiding by and striving to influence others to follow these three guiding principles: dignity, service and excellence. • Dignity • I will always treat other in a dignified manner, and I will always maintain my own dignity. I will be a source of joy and encouragement for everyone with whom I come in contact. • Service • I will always seek to provide a service for others. I will strive to take care of other people’s needs before my own. • Excellence • I will seek continuous improvement in all areas of my life. I will not be happy with the status quo.

30. While reflecting upon your personal mission statement for service, think about the following questions: • What are my “great dreams” for students? • What personal strengths do I have that will enable me to help make these dreams come true? • What are the guiding principles that will help support this mission?

31. “What is it you believe you do that makes a difference to other people and to mankind?” Clifton and Nelson, Soar with Your Strengths

32. Factor #3Courageous Leadership(Integrity and Authenticity) • How do you use self-reflection as a tool for personal growth? • How do you identify your strengths and non-strengths? • How do you consciously exhibit high moral character for your students? • What principles guide your everyday thoughts and actions? • How do you constantly remind yourself of these “guiding principles?” • How do you build a purposeful reputation with students? • How do you build a purposeful reputation with colleagues? • How do you let go of the frustrations that can build up from the job? • How do you keep from breaking promises and commitments? • How do you avoid double standards?

33. Factor #3Courageous Leadership(Integrity and Authenticity) • How do you go about admitting to mistakes and asking for forgiveness? • How do you protect students and tend to their fears in the classroom? • How do you protect your students outside of your classroom? • How do you utilize confrontations to grow professionally? • How do you react to negative attitudes from colleagues? • What do you do to stand up to adversity in school? • How do you ensure that you stay in control of your emotions? • How do you teach self-control and self-responsibility to your students? • How do you utilize the power of forgiveness in your classroom? • How do you determine when it is acceptable to bend the rules?

34. Integrity “Character is made in the small moments of our lives.” Phillips Books (19th Century Clergyman)

35. The Big 8 Qualities of Integrity • Model consistency of character • Employ honest communication • Value transparency (admit to weaknesses) • Exemplify humility (no ego) • Demonstrate your support for others • Fulfill your promises • Embrace an attitude of service • Encourage two-way participation with the people you influence John Maxwell: Becoming a Person of Influence

36. Integrity Killers • Breaking promises and commitments • Dishonesty • Loss of Self-control (temptations and/or adversity) • Exhibiting Double Standards • Inconsistency or Mixed Signals • Breaking Confidentiality • Others……………

37. Authenticity • Admit Mistakes • Ask for Forgiveness • Be Genuine

38. Fear Fear keeps people from doing their best Ryan: Driving Fear out of the Workplace

39. Building Relationships without Fear • Be willing to make personal changes • Be vigilant – be alert to daily workings that cause fear • Acknowledge the Presence of Fear • Pay Attention to Interpersonal Conduct • Value Criticism – Reward the Messenger • Discuss the Undiscussables • Collaborate on Decisions

40. Factor #4Visionary Leadership • What is your “great dream” for your students? • How do you focus on seeing the big picture (beyond your classroom)? • How do you reconcile standardized testing with what is best for students? • How do you learn lessons from the past, focus on the realities of the present, and predict consequences of decisions for the future? • How do you provide direction and purpose for your students’ futures? • How do you rescue students who are lost? • How do you maintain focused on what is most important for students as you set goals and plan for your classroom? • How do you promote the “bottom line” of what is best for students?

41. Conceptualization • Dreaming Great Dreams • Examining Others’ Perspectives • Seeing the Big Picture • Reflecting on the Organization Beyond Day-to-Day Issues (Beware of Tunnel Vision)

42. Vision • When plotting the course, give attention to three areas: • Where they need to go • What they need to know • How they need to grow If we use our vision, we can help others create their best future.

43. Factor #5Empowering and Developing Others • How do you connect and establish a personal relationship with each student? • How do you express high expectations to your students? • How do you empower students in the classroom? • How do you empower your colleagues? • How do you hold students accountable? • How do you “cast a vision” for each student’s future? • How do you address students’ character flaws? • How do you identify your students’ strengths and strengthen them? • How to you teach students to hold themselves accountable? • When and how do you give advice to others? • How do you focus on students’ emotional and spiritual needs? • What do you do to mentor new teachers? • How do you pass on your strengths to your colleagues?

44. How to Empower and Develop Others Enlarging Process • See their potential • Cast a vision for their future • Tap into their passion • Address character flaws • Focus on their strengths Maxwell: Becoming a Person of Influence

45. Factor #6Open/Participatory Leadership • How do you listen to and empathize with students? • How do you promote kindness, honesty, and openness in all interactions? • How do you share decision-making with your students? • How do you stay visible and accessible to students? • How do you build teams and a sense of community with your students? • How do you collaborate and learn with your colleagues? • In what way do you initiate “crucial” conversations at your school? • How do you show “tough love” in confrontations with your students? • How does technology improve your relationships and communications with your students?

46. Promoting Kindness, Trust, Honesty, and Openness in all Interactions

47. The Value of Listening • Listening Shows Respect • Listening Builds Relationships • Listening Increases Knowledge • Listening Generates Ideas • Listening Builds Loyalty • Listening is a Great Way to Help Others and Yourself Maxwell:Becoming a Person of Influence

48. High Standards for Behavior What to think before speaking… T Is it true” H Is it helpful? I Is it inspiring? N Is it necessary? K Is it kind? The Bob Principle

49. What is a Crucial Conversation? • Opinions vary • Stakes are high • Emotions run strong What crucial conversations need to happen at my school/district? Kerry Patterson: Crucial Conversations: Tools for Talking when Stakes are High

50. Conducting Crucial Conversations • We have to develop the tools that make it safe for us to discuss these issues and to come to a shared pool of meaning. • People who are gifted at dialogue keep a constant vigil on safety. • When it is safe, people can say anything.