G1. Professional Letter of Promise--Sally Haber, M.Ed.
LO 3: Exhibiting professional integrity and ethical leadership in professional practice
The entry contains a letter of professional promise written by my current supervisor, Sally Haber, the Associate Director for K-12 Partnerships at the Center for Service and Community Engagement here at Seattle University. I work closely with Sally to strategize the best course of action for our partnership with Garfield High School as well as the development of our student leadership team.
This entry shows my professional integrity and ethical leadership through creating intentional systems, building authentic relationships, and leading with compassion.
The entry contains a letter of professional promise written by my current supervisor, Sally Haber, the Associate Director for K-12 Partnerships at the Center for Service and Community Engagement here at Seattle University. I work closely with Sally to strategize the best course of action for our partnership with Garfield High School as well as the development of our student leadership team.
This entry shows my professional integrity and ethical leadership through creating intentional systems, building authentic relationships, and leading with compassion.
- Creating intentional systems. When I began my role at the CSCE in September of 2011, we were in the midst of great change. I was tasked with building a leadership team from the ground-up centered on students’ involvement in the Youth Initiative partner schools as tutors and mentors. In order to effectively lead students through their leadership development experience, I needed to ensure that everyone was on the same page. We had struggled with inconsistent attendance and ambiguity around roles, and my response was to create concrete expectations and role descriptions to increase team identity and cohesiveness. Building off of my experience in MBA 516 Management of People, I clarified our group’s goals by establishing norms of attendance, open communication, and clear expectations, which contributed to our team efficacy (Hackman & Wageman, 2009, p. 283).
- Building authentic relationships. One of my core values is “authenticity,” and I bring this value into every interaction I have with others. I strive to build authentic and genuine relationships with students and colleagues alike, and I value when others do the same. As a result, colleagues find me dependable, honest, and capable. I am lucky to have found an office which demonstrates care and authenticity in its daily work with campus and community.
- Leading with compassion. When I began my position, I lacked confidence in my leadership capabilities and had high expectations for myself and my work. When things did not go as planned, I put a lot of pressure on myself to fix the situation so it would not happen again. This, I ultimately found, was very difficult to do with the work I was engaged in. I eventually gave up on being perfect, and that was when I felt a greater connection to my students. Our work in the CSCE is messy, and when I was real and honest with my students and other stakeholders about the messiness, I found that they were understanding and appreciative of my honesty. Through my coursework in EDAD 570 Leadership in Education I, I was able to define myself as a leader operating through a human resources perspective; this means that I value interpersonal communication and ensuring that those I work with have the resources to do their job well (Bolman & Deal, 2008).
References
Bolman, L. G., & Deal, T. E. (2008). Reframing organizations (4th ed.). San Francisco: Jossey-Bass.
Hackman, J. R. & Wageman, R. (2009). Foster team effectiveness by fulfilling key leadership functions. In E. A. Locke (ed.), Handbook of Principles of Organizational Behavior: Indispeksable Knowledge for Evidence-Based Management (2nd ed.) (pp. 275-293). West Sussex, UK: John Wiley & Sons.
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