aasa——培养具有共振弹性的敏捷领导者

Prepared forAASA,The School Superintendents Association September 2022 TABLE OF CONTENTS INTRODUCTION.................................................................................................................................................3PRACTICAL APPLICATIONS..........................................................................................................................3KEY FINDINGS......................................................................................................................................................4SECTION I: SKILLS FOR RESONANT, RESILIENT, NIMBLE LEADERS.......................................5Nimble Leadership for Challenging Times..........................................................................................................................5Skills for Leaders...........................................................................................................................................................................8Effects of Leadership Competencies..................................................................................................................................11SECTION II: DEVELOPING LEADERSHIP SKILLS.............................................................................13Professional Learning and Professional Networks.......................................................................................................13Self-Care for Resilience..........................................................................................................................................................20 INTRODUCTION District leaders face a range of current and emergent challenges that will require them to exercise resonant,resilient, and nimble leadership to sustain their organizations and empower employees.Future leaders mustprepare teachers for learning environments that are currently undergoing demographic, technological, andeconomic transformations, changes that are expected to continue into the foreseeable future. Additionally,leaders themselves must also be prepared to lead in various political climates thatpivot wildly and withoutwarning. Teaching leaders to handle a single crisis or solve a single problem is not enough. District leadersmust be resonant, i.e., they need to be in constant tune with their staff, community, and students; resilient, i.e.,they need to have inner strength and health and project strength and optimismtomeet challenges; andnimble, i.e., their skills, knowledge, and dispositions need to be honed to solve any problem and address anycrisis–whether those challenges are political, demographic, technology, or economic. Tosupport their mission of developing school leader capacity at every level,AASA,The SchoolSuperintendent’s Association(AASA) has partnered withHanover Research (Hanover)toprepare thefollowing reporton developing resonant, resilient, nimble leaders. This report draws on available researchexaminingschool districtleadership,includingresearch across sectorsrelevant for school and districtleaders. This report includes the following sections: Section Ireviews key skills associated with resonant,resilient, and nimbleleadership in the literatureand available literature examining the impact of these skills on leadership outcomes.Section IIreviews strategies to develop leadership skillsand practice self-care to support resilience,including 360-degree assessment and mentoring strategies. PRACTICAL APPLICATIONS Based on our findings, Hanoverpresents the following practicalapplications of this research. Use a structured360-degreeassessmentprocess to identify strengths and growth areas forleadership.A 360-degree assessment allows leaders to compare their self-assessments ofleadership skills to assessments from colleagues and other constituents, providing a more accurateassessment of leadership strengths and growth areas. Align leadership development with school and district level social emotional learning SELprogramming.The key skills for resilient and emotionally resonant leaders align with core SELcompetencies, suggesting that strategies to build adult SEL will also improve leadership. Participate in professional networks to develop leadership skills.Professional learning is mosteffective in the context of a professional network that enables collaborative learning among schooland district leaders with similar job responsibilities. Identify opportunities to participate in mentoring, either as a mentor or mentee.Mentoringprovides emerging leaders with opportunities to develop leadership skills in authenticcontextsandprovides mentors with opportunities to further refine and develop their leadership skills. KEY FINDINGS Research finds positive effects of resonantand emotionallyintelligentleaders on outcomes fororganizations and students.A substantial body of research conducted across sectors correlatesemotional intelligence with strong workplace performance and leadership eff