Sternberg (2006) warned that when one tries to transport something that may have worked before to the new setting, without adapting it to the new setting, the transported plan may very well fail.
VII. School Administrator Accountability and Assessment Experiences
One experience the researcher contends as proved helpful in examining school administrator accountability and assessment transpired while the researcher participated in a team project. Initially, the researcher chose not to share vital information with team members. Wise leaders, Sternberg (2006) points out, not only utilize their analytical, and creative skills for a common good, they invest their emotional/social/practical skills in efforts that will benefit others as well as themselves. "They look out not only for their preferred group of stakeholders, or the stakeholders most like themselves, but for all stakeholders" (Sternberg, 2006, ¶18). Instead of only considering the here and now, as good leaders also balance their own interests with the best interests of others, as well as considering the school's interests, their long-term thinking yields positive results in time. The researcher learned to look out for the best interest of the team.
VIII. School Administrator Accountability and Assessment Opinions
Leaders need to not only understand themselves, but also others, and assess the ways they interact with others (Sternberg, 2006). According to Sternberg, "Great leaders come up with creative visions, analyze whether their ideas are good, execute their ideas well, convince others of their value, and ensure that their ideas are for the common good" (Sternberg, 2006, ¶ 21). One does not merely do these things because he/she is "a priori, a great leader," Sternberg (¶ 21) proposes. One becomes a great leader by doing these things, Sternberg insists. The researcher, nevertheless, disagrees with one primary point. Sternberg claims that any administrator who puts his/her mind to become a great leader can...
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