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Please proofread and format. Please provide a Microsoft world…
Please proofread and format. Please provide a Microsoft world copy
Leadership in many constituencies is in crisis, school system superintendents find
themselves challenged from many angles. Newly energized parents with sometimes critical
agendas have taken over local school board meetings. Sometimes this has led to the local school
superintendent’s decision. The frequency of their tenure and competency is thrusting and
featured on local TV news. Further foreseen disruption can be traced to the covid crisis and its
often school closing and student remote learning crisis. In the school administrator journal,
Jennife Cheatham, on the faculty at Howard’s graduate school of education authors “can
superintendent’s Evaluation lead to their own growth.”
Now we need to realize the process and the growth. This is the siren focus of Jennifer
Cheatham’s article. She states superintendent evaluation is more precarious than ever. Further,
the best evaluation process should lower the temperature by agreeing on a set of competencies
that are defined by state school board and superintendent associations. What is excellent
performance is a continuing process. Mrs.Cheatham lists competency categories like
organizational climate and culture, board relations, budget and operations management. She
stresses that an annual self-evaluation be in writing. Once again the protect aspect. Perceived
strengths and weaknesses were often a source of disagreement between a superintendent and
other views. She found that she could be short of an ideal coaching leadership style. Jennifer
Cheatamen emphasizes that your learning edges require vulnerability. This is different in the
present school board, superintendent relations, and public climate.
The other end of the leadership spectrum finds a training magazine article featuring the
Leading Self Accelerate program at the world-famous University of Texas MD Anderson cancer
Center. This entry-level program is designed to help prepare high potential individual
contributors to be competitive for formal leadership opportunities at MD Anderson. The
entry-level leadership program faces a classic chicken or egg problem. To gain a team lead or
supervisor role, a prospect needs a year of supervisory experience. Unfortunately, applicants
could not qualify because they didn’t have experience. They could not get the experience lacking
the minimum requirements. MD Anderson’s Leading Self Accelerate is designed to solve this
entry- barrier by creating sustainable pathways for diverse talent selection. The underlying goal
is developing career pathways for in-house leadership development in a competitive talent
marketplace.
Leadership self-Accelerate Participants engage in 40 hours of varied learning enabling
participants to meet a step requirement. Included is a core program, mentoring program, good
standing requirement, and obtaining a manager recommendation. An incentive structure and a
lack of awareness among MD Anderson employees. Participant surveys and career progression
measure LSA program results. It is determined program participants respond favorably to these
key leadership behaviors. Inclusion, drive, emotional intelligence, capacity building. There is an
outreach program with tips and takeaways, including program development, implementation, and
sustainment. A recent Gallup survey demonstrates strengths- based development boosts overall
trading results. The Covid-19 pandemic had a huge employee count increase followed by
numerous promotions. People management skills is an integral part and learning is an integral
focus of MSD Anderson’s Leading Self-Accelerate Program.
