Part 1: Complete Self-Assessment And Reflection On LE
Part 1 Complete Self Assessments And Reflection Regarding Leadershipu
Part 1: Complete Self-Assessments and Reflection Regarding Leadership Using the self-reflective model of What?, So What?, Now What? found in the Resource section of your course, complete the following in-depth self-reflections regarding the results of your completed Self-Assessments by identifying your strengths and weaknesses. Cite sources used as evidence to support your statements. Directions: After completing the listed self-assessment, compose 1-2 paragraphs describing your results from the assessment listed below. (150 – 200 words) Keirsey Assessment: Directions: After completing the listed self-assessment, compose 1-2 paragraphs describing your results from the assessment listed below. (150 – 200 words) Task vs. People Profile: Directions: After completing the listed self-assessment, compose 1-2 paragraphs describing your results from the assessment listed below. (150 – 200 words) Breakthrough Principal Self-Assessment pp.: Part 2: Complete Self-Assessments and Reflection Regarding Competencies and Standards Using the self-reflective model of What?, So What?, Now What?, complete the following in-depth self-reflections regarding the results of your completed TEA Principal Competencies and Texas Principal Standards Self-Assessment by identifying your strengths and weaknesses. Cite sources used as evidence to support your statements. Directions: After completing the listed self-assessment, compose 1-2 paragraphs describing your results from the assessments listed below. (150 – 200 words each) TEA Principal Competencies Self-Assessment: Texas Principal Standards Self-Assessment:
Paper For Above instruction
Effective leadership in educational settings requires ongoing self-assessment and reflection to identify areas of strength and improvement. The self-reflective model of What?, So What?, Now What? provides a structured framework to deepen understanding and foster growth (Schön, 1983). This approach involves examining the results of various assessments to evaluate personal leadership qualities, including personality traits, task orientation, interpersonal skills, and standard competencies essential for principalship.
My results from the Keirsey Temperament Sorter revealed that I possess qualities aligned with the Idealist temperament, characterized by empathy, idealism, and a focus on personal growth (Keirsey & Bates, 1984). This aligns with my strengths in fostering collaborative relationships and creating an inclusive environment. However, I identified a weakness in overly accommodating others at times, which can hinder decisiveness during challenging situations. In reflecting on the Task vs. People Profile, I scored high on the People side, emphasizing my preference for relational leadership and team-building, though I recognize the need to balance this with task management skills to ensure accountability. The Breakthrough Principal Self-Assessment highlighted areas such as instructional leadership and strategic planning as strengths, while also exposing development needs in data-driven decision-making and resource allocation. Applying the What?, So What?, Now What? model, I recognize the importance of targeted professional development to enhance my capacity to lead effectively, ensuring continuous growth in both personal and organizational domains (Glickman, Gordon, & Ross-Gordon, 2018).
References
- Keirsey, D., & Bates, M. (1984). Please Understand Me: Character & Temperament Types. Prometheus Nemesis Book Company.
- Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and Instructional Leadership: A Developmental Approach. Pearson.
- Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. Basic Books.