Assignment #3: LEADERSHIP PORTFOLIO
DIRECTIONS:
As a word document with a Leadership Portfolio cover sheet (I will provide cover sheet), submit
the following sections of the LEADERSHIP PORTFOLIO.
A. PART I: ASSESSMENT & REFLECTION.
For Part I, candidates will self-assess and ask others in the organization to assess leadership
traits, skills, behaviors, change style, etc., using instruments that measure trait, skills, behavior,
style, etc. The data from these assessments will be used to compile your “portrait” of yourself as
a leader. The leadership assessment data and your reflections on what this data informs you
about who you are as a leader will be compiled and presented in a Leadership Portfolio. As
you interpret and reflect on data, you have a good picture of who you are as a leader, both as
you see yourself and as others see you.
In Part I, include the instruments, your scores, and a brief (50 words) description of what the
scores mean to you. You may include your scores on instruments that have been scored recently
in your district or a professional experience. However, as a minimum, you must include scores
on the following instruments, as well as your interpretation of what the score means to your
leadership development:
1. LTQ from Chapter 2. The Leadership Trait Questionnaire (LTQ) was completed by you
and five others who know you in your professional capacity. Did the scores match? How
do others see you as a leader? Is that how you see yourself? (50 words or less)
2. Skills Inventory from Chapter 3. (Pragmatic inventory) More sophisticated instrument:
Use Mumford, Zaccaro, Harding, et. Al, 2000. This inventory is designed to measure
three broad types of leadership skills. Where do fall in the broad areas? (human,
technical, conceptual skills)
3. Style Questionnaire from Chapter 4. Score yourself and identify your task orientation
and people orientation. How people oriented are you? How does this impact your
leadership style? (50 words or less)
4. Least Preferred Coworker Scale (LPC) from Chapter 6. This scale is designed to
measure a person’s leadership style. Are you more task-motivated or relationship
oriented? Or are you socio-independent? What does your score inform you about
working with others? In other words, if you are a low LPC, what does that mean in terms
of your effectiveness? See Table on p. 124. (50 words or less)
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5. Path-Goal Leadership Questionnaire from Chapter 7. (Adapted from J. Indvik, 1985).
Based on work of House and Dessler (1974) and House (1977). The scores you received
on the questionnaire provide information about which style of leadership you use most
often and which you use less often. These styles that are described are: directive;
supportive; participative; achievement-oriented. In addition, you can use these scores to
assess your use of each style relative to your use of the other styles. How do your scores
of behaviors compare/contrast to your dispositional scores on the SLDI? (50 words or
less)
6. Authentic Leadership Self-Assessment Questionnaire from Chapter 11. This
questionnaire contains items about different dimensions of authentic leadership. This
self-assessment questionnaire is designed to measure your authentic leadership by
assessing four components of the process: self-awareness, internalized moral perspective,
balanced processing, and relational transparency. By comparing your scores on each of
these components, you can determine which are your stronger and which are your weaker
components in each category. (50 words or so words on your interpretation of your scores
on this instrument)
7. Perceived Leader Integrity Scale (PLIS) in Chapter 16.- from Craig & Gustafson, 1998.
This scale concerns your perceptions of another person's behavior. It was developed by S.
B. Craig and S. B. Gustafson for assessing employee perceptions of leader integrity.
How might you use it as a leader? (50 words or less)
8. Change Style Indicator (CSI) from Mike Renn. (not in textbook).
9. Any other scales from your experiences, such as Myers-Briggs, etc. Myers-Briggs Type
Indicator® (MBTI®) is a personality inventory that was developed based on theory of
psychological types described by C. G. Jung. It uses the construct of :
a. Do you prefer to focus on outer world or own inner world?
Extraversion (E) or Introversion (I).
b. Do you prefer to focus on basic information you take in or do you prefer to
interpret and add meaning? Sensing (S) or Intuition (N).
c. When making decisions, do you prefer to first consider logic and consistency or
first consider people and special circumstances? Thinking (T) or Feeling (F).
d. In dealing with the outside world, do you prefer to get things decided or do you
prefer to stay open to new information and options? Judging (J) or Perceiving (P).
Once you establish preference, you identify your personality type, which is usually
expressed in a code of four letters: INTJ, for example,
Have original minds and great drive for implementing their ideas and achieving their goals. Quickly
see patterns in external events and develop long-range explanatory perspectives. When committed,
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organize a job and carry it through. Skeptical and independent, have high standards of competence and
performance – for themselves and others.
B. PART II. Attach LEADERSHIP PLATFORM AND RUBRIC WITH FEEDBACK.
C. PART III: PERSONAL GROWTH PLAN. As a leader who expects to experience
continuous growth, you are on a journey and will always be on a journey to become the leader
you want to be.
Directions for Part III of the Leadership Portfolio.
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Based on your reflection on the data from the leadership instruments, identify 2-3 major
leadership strengths.
Identify 2-3 areas needing improvement.
From the STRENGTHS, write one professional learning goal that you want to focus on
next semester.
D. PART IV.
Directions: As you reflect on “who you are as a leader, provide responses to the following
questions.
a. How did collaboration of those in district roles, or local school board members, and/or
principals, and/or teacher leaders, etc., help to inform you about your “leadership identity’?
b. Who provides advice and guidance in your leadership journey? Best advice so far?
c. Describe one experience that you observed in your shadowing experience that contributes to
building trust in the organization.
d. In building your cohort team, how did your team establish an environment to acknowledge
concerns and celebrate accomplishments?
e. What is your statement about the value of efficacy among district faculty/staff in promoting
district goals?
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