1

2

3

4

If you are working on a new activity, there are actual steps to the process, and it takes a while to work through them.

5

The first part is know what you need.  You want to satisfy that need, and that begins by figuring out the course of action to do that.  You don’t start with the activity.  

6

The second part of the creative process is formation. This is where you decide what you want the outcome to be.  What is the desired length of time you have?  What resources do you have to work with?  This leads to the innovation idea.

7

Incubation requires allowing your ideas to sit in your head for a while.  You may need to bounce ideas off someone else.  You may need to just mull this around. Giving yourself time allows the creative juices to flow.  Of course, this means you have to start early in order to have this time.

8

This is the part where your ideas are fleshed out.  Then they need refinement and tweaking.  Who is your audience?  What is the desired outcome?  What is your time limit?  Space requirement?  Numbers involved?  Resources needed and available?  

9

This is the testing stage.  Walk through the activity.  Run through the directions.  Does this meet the goal?  Will it make sense?  Remember, it does not matter how great the activity is, it if does not teach, if it does not meet the intended goal, it is not time well spent.  

10

Did you take time to process and tie everything together.  Learning is the goal.

11

TEXAS ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS TEXAS ASSOCIATION OF STUDENT COUNCILS

1833 South IH 35 Austin, TX 78741 Ph (512) 443-2100 Fax (512) 442-3343

Name of innovative course: Student Leadership

Abbreviated Course Title: STULEAD 1

TEA PEIMS Code: N1290010

Number of state elective credits that may be earned: ½ -1.0

Brief description of the course: This course provides an opportunity to study, practice, and develop group and individual leadership and organizational skills. These skills include, but are not limited to the following topics or areas: leadership roles, interpersonal relations, civic responsibility, decision making, problem solving and communication. Students enrolled in this course apply these skills in dealing with peers, school administration and the community. This course takes a hands-on, lab-oriented approach to leadership by involving students in participatory leadership through project planning and implementation. In many schools, the course is customized to meet the needs of a student council, but it is also adaptable to a broader student population.

Essential Knowledge and Skills of the course: The Structure of Leadership. (1) Leadership Defined. The student understands of the basic concepts of leadership. The student is expected to: (A) define leadership, (B) list and describe basic leadership skills, and (C) explain hazards and problems of leadership. (2) Leadership Styles. The student evaluates various leadership styles and traits. The student is expected to:

(A) identify and differentiate between Autocratic, Democratic, and Laissez- Faire leadership styles,

(B) define Situational Leadership, (C) identify the purpose and benefit of proper delegation,

(B) explain traits and qualities associated with various leadership styles, (C) identify and give examples of leadership styles as exhibited by recognized leaders in

history and in current society, and (D) explore and determine personal leadership style.

Organization and Managerial Skills (1) Personal Organization. The student applies self-organization strategies. The student is expected to:

(A) exhibit effective time management skills, (B) organize an individual time management chart and maintain a planning calendar, (C) prioritize personal commitments, (D) recognize and describe primary causes of stress and disorganization, and (E) formulate and employ personal goals.

(2) Project Planning. The student plans and implements projects. The student is expected to:

(A) design survey or similar method to collect information concerning areas of need, (B) formulate and employ project goals, (C) utilize sequential project planning steps, such as 11 W’s of Project Planning, and (D) evaluate project outcomes with appropriate evaluation tools

(3) Meeting Skills. The student demonstrates effective meeting skills. The student is expected to:

(A) demonstrate understanding of parliamentary procedure, (B) explain the purpose and structure of a meeting agenda, (C) list and define the keys to an effective meeting, and (D) demonstrate meeting preparedness.

(4) Organizational Structure. The student understands the structure of an organization The student is expected to:

(A) demonstrate knowledge of an organization constitution and by-laws, (B) explain process to revise an organization constitution, (C) identify the areas of authority within an organization, (D) identify voting potential voting methods, (E) organize group and school-wide elections, (F) develop organization flow chart with committees, and lines of responsibilities, and (G) identify specific job responsibilities and duties within an organization.

Responsible Citizenship (1) Personal responsibility. The student takes responsibility for personal actions and acts ethically. The student is expected to:

(A) demonstrate a sense of personal responsibility and self confidence in their own abilities, (B) demonstrate ethical behavior and act with integrity, and (C) provide a model for others of personal responsibility and ethical behavior.

(2) Respect. The student shows respect towards self and others. The student is expected to:

(A) demonstrate an awareness of the value of a healthy mind and body, (B) express appreciation for the work of others, (C) acknowledge the individual rights of others, and (D) display a positive attitude towards the beliefs and ideas of others.

(3) Service Learning. The student participates in community and school service learning projects. The student is expected to:

(A) identify the needs of others in school and community, (B) locate and utilize available community and school resources, (C) research and align appropriate service organizations with needs; and (D) organize and participate in community/school service projects.

Goal Setting (1) The student demonstrates the ability to set and realize goals. The student is expected to:

(A) define a goal in a clear, precise statement,. (B) explain the purpose of goal setting, (C) write goals that align with individual or group philosophy, and (D) develop an action plan to achieve goals.

(2) The student identifies types of goals. The student is expected to:

(A) differentiate between short-term and long-term goals, (B) distinguish between personal and group goals, and (C) set balanced goals in multiple areas of life.

(3) The student employs the skills necessary to evaluate goals. The student s expected to:

(A) monitor and adjust goals, and (B) acknowledge the achievement of goals.

Group Process (1) Group Interaction. The student interacts in groups effectively.

The student is expected to: (A) identify and explain the stages of group development, (B) practice and lead teambuilding activities, and (C) recognize functional roles of group members.

(2) Individual Differences. The student understands how individual differences affect group processes. The student is expected to:

(A) identify leadership styles in self and others, and (B) identify personality types in self and others.

(3) Problem Solving. The student understands and utilizes strategies for problem solving and conflict resolution. The student is expected to:

(A) define and explain various problem solving methods, such as the “Nine Step” model, , (B) identify methods of conflict reduction, (C) demonstrate conflict resolution skills,

(D) identify behavior management strategies and help response, including the concept of compromise, and

(E) design tool to identify and address systemic problems in school and community. (4) Decision Making. The student understands decision making processes. The student is expected to:

(A) identify and differentiae between decision making styles (autocratic, democratic, consensual, laissez-faire),

(B) recognize and employ appropriate decision making style for a given situation, and (C) recognize the impact of individual decisions on the group.

Communication (1) Group communication. The student communicates effectively in large and small groups. The student is expected to:

(A) develop content and ideas into organized presentations, (B) analyze and adjust based on the audience, (C) use appropriate language and style, (D) express him/herself effectively in interpersonal situations, and (E) identify and understand non-verbal communication cues.

(2) Writing. The student writes effectively. The student is expected to:

(A) organize thoughts, (B) employ appropriate writing format, and (C) exhibit appropriate word use4 and grammar.

(3) Listening. The student listens effectively. The student is expected to:

(A) listen and observe to gain understanding and interpret information, (B) check for accuracy and understanding by asking questions and paraphrasing, and (C) use the listening level appropriate for particular circumstances and contexts.

(4) Communication Mediums. The student effectively uses various mediums of communication. The student is expected to:

(A) communicate through oral, artistic, graphic and multi-media presentation, and (B) demonstrate use of available technology to present ideas and concepts.

Description of the specific student needs this course is designed to meet: The course is designed to meet a variety of student needs on a high school campus. These include the need to introduce all students to the concepts of leadership and citizenship, the need to provide an opportunity to explore and implement service learning, an increasingly important concept in secondary education, and the specific project planning and implementation needs of a student council. The course also develops essential life skills and work force preparation. The curriculum teaches students to set and realize goals, to communicate well, to work cooperatively within a team, to take responsibility for themselves and others and to understand the importance of community. Many of these important skills are taught indirectly through involvement in co-curricular activities such as student council or other organizations. Student Leadership allows all students to explore and develop these skills in the structured environment of the classroom. It is important that all students gain the experiences and knowledge often acquired through co-curricular activities. Each of the competencies outlined in the U.S. Department of Commerce SCANS Report 2000 (Secretary's

Commission on Achieving Necessary Skills) are addressed through the Student Leadership curriculum. The report identifies basic skills as: reads, writes, performs arithmetic and mathematical operations, listens and speaks. The Student Leadership curriculum places heavy emphasis on writing (communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports), listening (receives, attends to, interprets, and responds to verbal messages and other cues) and speaking (organizes ideas and communicates orally). Additionally, the SCANS report encourages courses that teach thinking and personal skills. Students should be able to think creatively, make decisions, solve problems, visualize, know how to learn, and how to reason. Student Leadership develops the personal qualities emphasized, as well (displays responsibility, self-esteem, sociability, self-management, and integrity and honesty). In addition to serving the needs of a school and a community, Student Leadership addresses the needs of students as they prepare for the world of work.

Major resources and materials to be used in the course: TASSP provides a manual for this course. Additional resources used include:

The 21 Irrefutable Laws of Leadership by John Maxwell The 21 Indispensable Qualities of a Leader: Becoming the Person Others Will Want to Follow by John Maxwell The 17 Indisputable Laws of Teamwork: Embrace Them and Empower Your Team by John Maxwell Developing The Leader Within You by John Maxwell Robert's Rules of Order: Newly Revised Modern Parliamentary Procedure by Ray E. Keesey How Things Get Done: The Nitty-Gritty of Parliamentary Procedure by Dena Citron Bank Basic Parliamentary Procedure Workbook by Joyce L. Stephens

The Seven Habits of Highly Effective Teens by Sean Covey The Seven Habits of Highly Effective People by Stephen Covey National Association of Secondary School Principals/Division of Student Activity materials National Leadership Training Center Curriculum Guide The ABC’s of Advising Student Activities by Jan Kurtz Texas Association of Student Councils Leadership Manual National Association of Student Councils materials Leadership: A Special Type of Giftedness by Dorothy Sisk and Hilda Rosselli Career Book by Joyce Lain Kennedy Leadership- Learning By Doing by Boss Building a Positive Self-Concept by Marjorie Jacobs Investigating Morals and Values in Today's Society by Paul Garnett Building Self-Esteem by Rose Westmoreland Activities That Teach by Tom Jackson

Movies: The Lion King, White Squall, The Sand Lot, The Power of One, Radio, Remember the Titans Guest lectures by public and community figures and former students are frequently used. Specifically, guest speakers from TABC, local shelters and hospitals, successful business people and conflict resolution professionals are frequently mentioned in evaluative reports.

Required activities and sample optional activities to be used: Students engage in hands-on activities, classroom discussion, journaling and writing, current event exploration and public speaking. Students participate in projects and activities in areas such as community service, public relations, health and safety, team-building and projects designed to serve the school and community and prepare the student for the world of work.

Methods for evaluating student outcomes: Various evaluative strategies are implemented in the Student Leadership course, including: Student portfolios: students put together documentation of projects created, implemented and completed; and writings and creative expression of personal experiences. Traditional quizzes and tests: students are given written tests on theories taught

Non-traditional quizzes and tests: students are given opportunities to show mastery of theory through application, writing and oral presentation Self assessment: through journaling, writing of personal mission statements, group work and team building activities, students are monitored in the area of personal growth and development Pre and post course knowledge comparisons: Students are asked to give thoughts and personal knowledge on course concepts at the beginning and end of the course. In order to identify growth and learning, students and teachers compare individual pre and post course data. Project Planning: Students are involved in the planning of activities, in which they set up objectives, deadlines, criteria, and establish the sequence of steps to complete an activity. In order for the students to meet these expectations, the deadlines must be met and a follow-up evaluation by the teacher is completed after each activity or event.

Required qualifications of teachers: Teachers must possess a valid Texas Teaching Certificate. In addition teachers should have a minimum of 2 years of successful classroom experience and be lab-oriented rather than lecture-oriented in their instructional approach. Teachers of this course should have demonstrated experience in project planning and implementation and in service learning experiences. Teachers should receive appropriate outside training such as Covey Leadership Training, Total Quality Management Training, Texas Association of Students Councils Workshops, National Association of Student Councils Fly-In Conferences, Texas Association of Student Councils Summer Leadership Workshops and/or others.

Additional information: The TASSP/TASC course, Student Leadership, has been available to students and schools for state elective credit for nine years. Since 1995, TASSP/TASC has worked to develop and support the course. The course moved from experimental to the innovative course category, and in May of 1998, the SBOE approved the course for the school years 1998-1999 through 2000-2001. The course was approved for renewal twice, through 2003-2004 and again through 2005-2007. At this time, many high schools across Texas offer the course for state elective credit. Data collected continues to indicate that while the original course description and objectives remain, the course has been further developed and broadened on individual campuses during this time.

GREAT LEADERSHIP BOOKS FOR HIGH SCHOOL LEADERSHIP STUDENTS WITH REAL WORLD APPLICATION

• Leadership and the Art of Struggle: How Great Leaders Grow Through Challenge and

Adversity by former Microsoft executive Steven Snyder.

• Playing to Win: How Strategy Really Works by A.G. Lafley and Roger L. Martin

• The Diary of a West Point Cadet: Captivating and Hilarious Stories for Developing the Leader Within You by Preston Pysh

• The 7 Habits of Highly Effective People by Stephen R. Covey

• Developing the Leader Within You by John C. Maxwell

• The Five Dysfunctions of a Team: A Leadership Fable (Lencioni) by Patrick M. Lencioni

• On Becoming a Leader by Warren Bennis

• Drive: The Surprising Truth About What Motivates Us by Daniel H. Pink

• The Leadership Moment: Nine True Stories of Triumph and Disaster and Their Lessons for Us

All by Michael Useem

• The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You (10th Anniversary Edition) by John C. Maxwell

• Start with Why by Sinek, Simon

• Good to Great: Why Some Companies Make the Leap... and Others Don't by Jim Collins

• Driven to Lead: Good, Bad, and Misguided Leadership by Paul R. Lawrence

• Building Character: Strengthening the Heart of Good Leadership by Gene Klann

• True North by Bill George

• Forces for Good: The Six Practices of High-Impact Nonprofits by Leslie R. Crutchfield

• Leading with Kindness: How Good People Consistently Get Superior Results by Michael

O'Malley

• Thirteen Days: A Memoir of the Cuban Missile Crisis by Robert F. Kennedy

• The Leadership Challenge by James M. Kouzes and Barry Z. Posner

• Lincoln on Leadership: Executive Strategies for Tough Times by Donald T. Phillips

• The 17 Indisputable Laws of Teamwork by John Maxwell

• The Tipping Point by Malcolm Gladwell

• Leadership by Rudolph W. Giuliani

• The Founding Fathers on Leadership: Classic Teamwork in Changing Times

by Donald T. Phillips

• Inch and Miles: The Journey to Success by John Wooden

• The John Wooden Pyramid of Success by Neville L. Johnson

• If Harry Potter Ran General Electric: Leadership Wisdom from the World of the Wizards by Tom Morris

• The 5 Levels of Leadership: Proven Steps to Maximize Your Potential by John C. Maxwell

• The Leadership Challenge: How to Make Extraordinary Things Happen in

Organizations by James M. Kouzes and Barry Z. Posner

• Strengths Based Leadership: Great Leaders, Teams, and Why People Follow by Tom Rath and Barry Conchie

• Juggling Elephants: An Easier Way to Get Your Most Important Things Done--

Now! by Jones Loflin and Todd Musig

• Steve Jobs: Ten Lessons in Leadership by Michael Essany

• Eat That Frog!: 21 Great Ways to Stop Procrastinating and Get More Done in Less Time by Brian Tracy

• The Leadership Secrets of Colin Powell by Oren Harari

• First In, Last Out: Leadership Lessons from the New York Fire Department by John Salka,

Barret Neville and Dennis Smith

• Cultureship by Jason Bingham

• The Leadership Contract: The Fine Print to Becoming a Great Leader by Vince Molinaro

• Great Leaders Grow: Becoming a Leader for Life by Ken Blanchard and Mark Miller

• Unusually Excellent: The Necessary Nine Skills Required for the Practice of Great Leadership by John Hamm

• Micromessaging: Why Great Leadership is Beyond Words by Stephen Young

• Snapshots of Great Leadership (LEADERSHIP: Research and Practice) by Jon P. Howell

• Leadership Conversations: Challenging High Potential Managers to Become Great Leaders by Alan S. Berson and Richard G. Stieglitz

 • Leadership Lessons From a Chef: Finding Time to Be Great by Charles Carroll

 • The Secret: What Great Leaders Know -- And Do by Ken Blanchard and Mark Miller

• The Extraordinary Leader: Turning Good Managers into Great Leaders by John Zenger and

Joseph Folkman  

• Greater than yourself : the ultimate lesson of true Leadership by Steve Farber

• What it takes to be #1 : Vince Lombardi on Leadership by Vince Lombardi, Jr.

• The 100 greatest Leadership principles of all time by Leslie Pockell

• Ethics, the heart of Leadership edited by Joanne B. Ciulla ; foreword by James MacGregor Burns

• Coach Wooden's Leadership Game Plan for Success By John Wooden

Problem Solving Objective: For students to learn to “think outside the box,” and to plan before they begin an activity. Activity one: Penny Exchange Supplies: You need 10 pennies (or poker chips or small squares of paper) for each group of about three. Directions: Show students the arrangement for the pennies. They are to make the arrangement point in the opposite direction by moving only three pennies.  

Communication Should Not be Painful

Purpose: To teach that talking with one another is important Size: Any size group Time: Brief activity How: Tell the group to pair up. Then within each pair, one person should be A and one should be B. Tell the A’s to make a fist and hold it toward the B’s. Then say, “B’s, do whatever it takes to get that fist open. Stop them before they hurt each other. Ask, “How many of you got the other person’s fist open? Who did not? Then comment, “I thought I heard some cries of pain form the group.” Wait for them to laugh. Then ask, “Did any of you ask the other person if he/she would please open his/her fist?” Conclude by saying, “When all else fails, try communication.” Processing: What happens when we do not communicate? What happens when we delay communication?

How would your life be different if ..when you saw a need or you had a concern, you just brought it up? You can segue this into a long discussion if you want to go deeper.

Terry Hamm terry@tassp.org

Count the Blue Purpose: Purpose and intention make a huge difference as does attitude Size of group: Any size Time: Brief activity Tell the group that you are going to give them 15 seconds to look around the room and count all the things they see that are blue. Ask if they are ready. Say go, and start the timer. At the end of fifteen seconds, say stop and ask, “How many things did you count that are red?” They will look puzzled and say, “None”

Close by saying that you see what you choose to look for. Process: What does this mean to you? Have you ever looked so intently for one thing that you blocked out everything else? What if we changed what we look for? What if instead of looking for errors, we look for the good or for the positive? What does this mean for this session? You can also use the Invisible Gorilla test on video to illustrate much the same thing. You can even turn this into a discussion on selective attention.      

 Terry  Hamm  terry@tassp.org  

Heads or Tails? What: A filler or an energizer Supplies: Absolutely none Explain that this is an elimination game. You are going to ask students to declare heads or tails. To do this they put their hands on their head or their hands on their “tail.” How: You ask students to declare. Then you flip a coin and call either heads or tails. Those who picked correctly remain standing. Those who chose incorrectly sit down. Play until you have a winner. It is fun if you have some kind of prize…even a Burger King crown. Now what: There are multiple ways to process this depending on your needs.

• Do you need to teach that groups require movement every once in a while? • Do you need to teach that sometimes we have to “go with our best guess” and just make a

decision? • Do you need to teach that whether we say so or not, our actions teach that “we are

declaring where we stand” all the time? Terry Hamm terry@tassp.org

Leadership Book Review and Presentation Assignment: Book Review  Purpose: To expand your awareness of the wealth of material available in the areas of

leadership and personal development.  Directions: ❶    Select a book on leadership or personal development. I have provided you

with some suggestions, but you may bring me others for approval.  

❷    Read the book, taking notes as you read on points of interest, highlights, or quotes you like. Include thoughts on whether or not you agree with the points and how they could apply to your role as a leader, either now or in the future.

 ❸    Turn in your notes for teacher review (worth 20 points) at least one week before you turn in your report.

 ❹    Write a 2–5 page, typed report on the book you read. Keep these points in mind:

• Good reviewing involves sticking your neck out, saying what you think, and risking the possibility that others will disagree with you. • You should include your personal response to the material, based on your tastes, preferences, experience, and values. • You should include a critical response to the work, your assessment of what’s good and/or bad about the book and why. • Think about these questions and include the answers as applicable:

• How does the author define leadership? • What traits does he/she think a good leader has? • What can you use from this book to make you a better leader? • What have you learned?

 ❺  Turn in your report no later than

 

Evaluation: This report itself will be worth 100 points (and an additional 20 points for notes) and will be evaluated on the basis of the thoroughness of your effort. Is real thought evident in your analysis? Have you made an effort to apply what you’ve read? Have you included both personal and critical responses to the work? Then you will present your report to the class for an additional 100 points. Your presentation must include at least 1 visual aide for a total of 20 points. Your visual aide must use technology! (iPad, computer, video, etc.) You can earn 10 extra credit points for leading the class in some type of leadership lesson activity relating to a principle from your book.

 Follow Up: Your reports will be put in a notebook and kept on file in the room for future

reference by student leaders.                      

GREAT LEADERSHIP BOOKS FOR HIGH SCHOOL LEADERSHIP STUDENTS WITH REAL WORLD APPLICATION

• Leadership and the Art of Struggle: How Great Leaders Grow Through Challenge and

Adversity by former Microsoft executive Steven Snyder.

• Playing to Win: How Strategy Really Works by A.G. Lafley and Roger L. Martin

• The Diary of a West Point Cadet: Captivating and Hilarious Stories for Developing the Leader Within You by Preston Pysh

• The 7 Habits of Highly Effective People by Stephen R. Covey

• Developing the Leader Within You by John C. Maxwell

• The Five Dysfunctions of a Team: A Leadership Fable (Lencioni) by Patrick M. Lencioni

• On Becoming a Leader by Warren Bennis

• Drive: The Surprising Truth About What Motivates Us by Daniel H. Pink

• The Leadership Moment: Nine True Stories of Triumph and Disaster and Their Lessons for Us

All by Michael Useem

• The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You (10th Anniversary Edition) by John C. Maxwell

• Start with Why by Sinek, Simon

• Good to Great: Why Some Companies Make the Leap... and Others Don't by Jim Collins

• Driven to Lead: Good, Bad, and Misguided Leadership by Paul R. Lawrence

• Building Character: Strengthening the Heart of Good Leadership by Gene Klann

• True North by Bill George

• Forces for Good: The Six Practices of High-Impact Nonprofits by Leslie R. Crutchfield

• Leading with Kindness: How Good People Consistently Get Superior Results by Michael O'Malley

• Thirteen Days: A Memoir of the Cuban Missile Crisis by Robert F. Kennedy

• The Leadership Challenge by James M. Kouzes and Barry Z. Posner

• Lincoln on Leadership: Executive Strategies for Tough Times by Donald T. Phillips

• The 17 Indisputable Laws of Teamwork by John Maxwell

• The Tipping Point by Malcolm Gladwell

• Leadership by Rudolph W. Giuliani

• The Founding Fathers on Leadership: Classic Teamwork in Changing Times

by Donald T. Phillips

• Inch and Miles: The Journey to Success by John Wooden

• The John Wooden Pyramid of Success by Neville L. Johnson

• If Harry Potter Ran General Electric: Leadership Wisdom from the World of the Wizards by Tom Morris

• The 5 Levels of Leadership: Proven Steps to Maximize Your Potential by John C. Maxwell

• The Leadership Challenge: How to Make Extraordinary Things Happen in

Organizations by James M. Kouzes and Barry Z. Posner

• Strengths Based Leadership: Great Leaders, Teams, and Why People Follow by Tom Rath and Barry Conchie

• Juggling Elephants: An Easier Way to Get Your Most Important Things Done--

Now! by Jones Loflin and Todd Musig

• Steve Jobs: Ten Lessons in Leadership by Michael Essany

• Eat That Frog!: 21 Great Ways to Stop Procrastinating and Get More Done in Less Time by Brian Tracy

• The Leadership Secrets of Colin Powell by Oren Harari

• First In, Last Out: Leadership Lessons from the New York Fire Department by John Salka,

Barret Neville and Dennis Smith

• Cultureship by Jason Bingham

• The Leadership Contract: The Fine Print to Becoming a Great Leader by Vince Molinaro

• Great Leaders Grow: Becoming a Leader for Life by Ken Blanchard and Mark Miller

• Unusually Excellent: The Necessary Nine Skills Required for the Practice of Great Leadership by John Hamm

• Micromessaging: Why Great Leadership is Beyond Words by Stephen Young

• Snapshots of Great Leadership (LEADERSHIP: Research and Practice) by Jon P. Howell

• Leadership Conversations: Challenging High Potential Managers to Become Great

Leaders by Alan S. Berson and Richard G. Stieglitz  

• Leadership Lessons From a Chef: Finding Time to Be Great by Charles Carroll  

• The Secret: What Great Leaders Know -- And Do by Ken Blanchard and Mark Miller

• The Extraordinary Leader: Turning Good Managers into Great Leaders by John Zenger and Joseph Folkman

 • Greater than yourself : the ultimate lesson of true Leadership by Steve Farber

• What it takes to be #1 : Vince Lombardi on Leadership by Vince Lombardi, Jr.

• The 100 greatest Leadership principles of all time by Leslie Pockell

• Ethics, the heart of Leadership edited by Joanne B. Ciulla ; foreword by James MacGregor Burns

• Coach Wooden's Leadership Game Plan for Success By John Wooden