Leadership Journal- Leadership Competencies

Leadership Journal- Leadership Competencies

If people anticipate thriving in the world during the upcoming eras, Howard Gardner elaborates on the types of minds they may require. The world has become highly interconnected, and as such, it is significant to identify the type of minds that ought to be developed for the betterment of society. The outlined minds comprise a disciplined mind, a synthesizing mind, a creative mind, a respectful mind, and an ethical mind. Typically, as a leader in the early childhood education field, adopting these minds is vital.

Part One: Content/Course Reflection

Preparing Children, Their Families, and the Staff in My Care in Each Competency

Preparing early childhood children and their families as per these mental competencies is very beneficial. Notably, the disciplined mind is the capacity to think in a manner linked to main scholarly disciplines like math, science, and history and the aptitude to apply oneself thoroughly, gradually enhancing and progressing past the official instruction (Gardner, 2008). In this case, I would prepare the children, families, and staff for this competency by teaching them not to commit to memory but rather cultivate a discipline of understanding knowledge for better-informed practice. On the other hand, in the synthesized mind, I will prepare the children by showing them how to choose vital information from the array of obtainable information and organize it in a manner that makes sense to other individuals and themselves. For the creative mind, I will prepare the children, their families, and the staff by developing a culture that poses new questions to obtain information and think of new solutions to problems. For a respectful mind, I will prepare them by teaching them the importance of reacting compassionately and positively to the variations among people and groups, learning how to understand them, and working efficiently with them. Finally, for the ethical mind, preparations will be made by teaching how to merge work responsibilities and those of a citizen and constantly acting morally.

The Sixth Competency

The competency that I would add is the happy mind. As simple as it may seem, the other competencies will barely be functional when the mind is disturbed and unhappy. For instance, one ought to be in the best mental state, without stress, to facilitate creativity. As such, including a happy mind would improve the other competencies by putting people in the right mental state to act effectively.

Part Two: Program/Personal Reflection

The Influence of Each Competency on Me as a Leader

These competencies highly influence me as a leader. Firstly, the disciplined mind helps to understand issues deeply before making decisions. For example, if a person has a new idea to incorporate into an institution, I would study it and comprehend it better to see if it is appropriate for future purposes. Also, the synthesizing mind has influenced me to evaluate and sort the information in a diverse world in a manner that could help me. For instance, not all information on the web regarding leadership is beneficial, and as such, I have to sort the materials until I finally get the beneficial one. Further, the creative mind has influenced me to become innovative, while the respectful mind has influenced me to respect all people despite their differences. For example, in my organization, there are people from all backgrounds and ethnic groups. I respect them and collaborate very well with them, which has been very beneficial to the institution. Moreover, the ethical mind has influenced me to act morally in all situations and respect laws.

The Impact of my Understanding of Each of These Competencies on My Ability as a Leader

Essentially, with a disciplined mind, I can ensure that the curriculum materials and models can help the students dig deep into a subject and test issues that require the learners to think critically. With a synthesized mind, I ensure that the curriculum materials and models offer useful information to the learners. Similarly, I can ensure that the materials and models inspire creativity through the creative mind. In addition, through a respectful mind, I can ascertain that the materials and models encourage respect for all. Lastly, the ethical mind inspires me to ascertain that the materials promote morality.

In conclusion, the five competencies are an inspiration and extremely beneficial. For instance, the disciplined mind helps to understand issues deeply before making judgments. Additionally, through the synthesized mind, I can ensure that the curriculum materials and models present valuable information to the students.

References

Gardner, H. (2008). The five minds for the future. Schools, 5(1/2), 17-24.

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As you read in Chapter 3 of your primary text, identifying appropriate learning goals for children is critical to planning (Kostelnik, Soderman, Whiren, & Rupiper, 2015). Subsequently, in Week Two, you evaluated the planning process. For this assignment, it is your turn to use those planning steps and create a developmentally appropriate lesson plan. Remember that your lesson plan should align with the theme you chose in Week Three of class, as well as the unit goals since this lesson plan will be added to your final thematic unit.

Leadership Journal- Leadership Competencies

To prepare for this assignment, choose one of the goals for the aesthetic domain on pages 282-283 in your primary text. Then, choose one of the goals for the affective domain on pages 316-317. Using information gained in Week 3 of this course, as well as in your previous courses, you will use each of these goals and create a developmentally appropriate lesson plan that incorporates each goal. You will need to use the Lesson Plan Template (Links to an external site.) for this assignment.

Tip: Remember to connect to your chosen thematic unit.

Your assignment will have three steps:

Step 1: Overview
Provide an overview that includes the following:

Summarize the considerations for planning meaningful activities in the affective and aesthetic domains of development. Support this section of your paper with your text and at least one scholarly or credible resource.
Explain the teaching strategies that are important to use within each domain of development.
Step 2: Lesson Plan
Complete each section of the Lesson Plan Template (Links to an external site.), and create one lesson that includes the following:

Create a developmentally appropriate lesson plan that incorporates both the aesthetic domain of development, as well as the affective domain of development (into one lesson). Remember to adhere to the overall theme you chose in Week Three of the course.
Describe which two goals you are implementing into your lesson plan: one goal from pages 282-283 for the aesthetic domain and one goal from pages 316-317 for the affective domain. Place both of these in the “Goal” section of the template.
Include the following in your Lesson Plan Template:
State the objective of your lesson.
List the materials you will need to teach this lesson.
Identify how you will introduce the lesson.
Describe the procedure for the lesson development.
Explain how you will differentiate the lesson based on the needs of your students (e.g., English language learner (ELL), gifted, special needs, etc.).
Describe how you will check for understanding.
Summarize how you will close the lesson.
Step 3: Conclusion
Provide a conclusion that includes the following:

Summarize explicitly how your lesson includes each domain. Support this portion of your paper with your text and at least one scholarly or credible resource.
Justify how you connected the affective and aesthetic domains of development to your state standards.
Research and Resource Expectations:

Source Requirement:
At least two scholarly peer-reviewed or credible sources. Please use the MAECEL Source Guide Download MAECEL Source Guideif you need assistance with how to locate scholarly peer-reviewed or credible sources.
Writing and Formatting Expectations:

Title Page: Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative) as outlined in the Writing Center (Links to an external site.).
Purpose and Organization: Demonstrates logical progression of ideas.
Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Writing Center (Links to an external site.).
Suggested Assignment Length: This assignment should be two to three pages length (not including title and reference pages).

Goal for the aesthetic domain: Use a variety of materials, tools, techniques, and processes in the arts.
Goal for the affective domain: Demonstrate increasing independence in using age-appropriate materials and tools.

Chosen thematic unit: Planting a Garden
Age/grade of children: 2-3 year old