The Act of Leadership
I have identified Ruth Ryder as an exemplary transformational as well as an authentic leader serving in the department of special education. For instance, Ruth Ryder holds the position of Deputy Director in OSEP (UNC, 2020). Notably, the leader has administered the successful execution of various programs in OSEP as well as in OSERS.
The leader demonstrates her transformative leadership by motivating her subordinates, that is, employees in the special education department to continually post better performances. Also, the leader is always in the front, serving as a role model who is worth emulating. Indeed, Ruth Ryder is always committed to ensuring that all the diverse needs of students enrolled in special education are met. Also, this particular leader has ever exhibited idealized influence that grabs the attention of all his followers. Leaders who adopt the transformative leadership style tend to be very energetic, not forgetting being passionate (Okinyi et al., 2015).
It is essential to note that Ruth Ryder best aligns with the concepts and the theories of the transformative leadership style, as stipulated in the various resources of the module. Indeed, Ruth Ryder keeps her ego in check. Also, Ruth shares a collective departmental consciousness. In her leadership, there is no case where Ruth Ryder has attempted to make unjust practices right.
As a SPED professional and leader, I would like to emulate some of the attributes exhibited by Ruth Ryder. Firstly, I would emulate his attribute of leading by example and always being a role model to show my followers the route to take. I would also emulate Ruth Ryder’s attribute to raise my follower’s motivation continually. For instance, I will inspire positive changes to my subordinates at all times. I will find it challenging to grab the attention of my followers since I am always concerned about workflow as well as outcomes and not on individuals.
References
Okinyi, N. P., Kwaba, J. G., & Nyabuto, N. N. (2015). The Role of Leaders in Transforming Learners and Learning in the Higher Learning Institutions in Kenya. Journal of Education and Practice, 6(25), 105-116.
UNC, (n.d). 2020 National Early Childhood Inclusion Institute. May 5-7/ Chapel Hill, NC. Retrieved from https://inclusioninstitute.fpg.unc.edu/presenters/ryder-ruth