“The road might be winding, and new. But I know where I’m going.”
– Me.
I am a very private person. While it might not seem that way on the outside, I am fully aware of my introvert nature, and attempt to compensate for my flaws in order to function within and among multiple cultural and social groups.
Throughout the last few years, I have spent time learning more about my true nature, using online and other assessments, deep discussions with peers and colleagues, and I have learned to embrace who I am, and to leverage my strengths to suit myself, or others.
In all tests of personality, I have scored a profile known as INTJ (Introverted-Intuitive-Thinking-Judging). INTJs “enjoy sharing what they know” (NERIS Analytics Limited, n.d.), and while ambitious, we do not like to squander our energy.
When I looked over the list of values, my choices were clear.
Some of the values I chose included decisiveness, effectiveness, and efficiency. I do not care to wait around, and often get very impatient with others when they stall, or spend time on other projects I deem less important.
I know this about myself, and I have worked hard in the past few years to grow, develop, and hone my skills in not offending those I work around with my impatience.
I do not believe in time-in-grade, where senior or veteran colleagues are seen as more proficient because they have been doing something longer than I have, and “assumptions of privilege associated with seniority” (Skrla, McKenzie, & Scheurich, 2009, p. 37) do not sit well with me.
I am fully subscribed to a meritocracy-based society, where skill and execution trumps all other forms of performance. Ability-based leadership in our schools is key for me, and I have a hard time following or working for someone who’s values differ far from my own.
However, this is not to say that I will not work with someone who thinks differently, or functions in another realm, or sees their world from a different cultural perspective.
I relish in the fact that I was fortunate enough to grow up in Sweden, in a small fishing hamlet on the end of a rural peninsula. My childhood shaped me into who I am today, and I am thankful for it.
I value freedom to roam, freedom to learn, and freedom to be curious. I value (and this may be surprising to some) affection and appreciation (for myself, and others).
I value meaningful work, and the ability to change my environment. “INTJs will often find ways to automate routine and mind-numbing tasks” (NERIS Analytics Limited, n.d.), and combined with values of excellence, I often seek to constantly improve processes, workflows, and routines.
In considering problems of equity, and learning that actions stemming from research into equity “have not always been coherent, productive, or systematic” (Skrla et al., 2009, p. 15), I get excited about the ability to make an impact, and make a difference in the world.
What I struggle with now are concepts of defining true and practical equity, social justice, and moral transformative leadership. I am unsure in how we define “a moral consciousness for doing what is right” (Jones, Jones, Lindsey, & Tillman, 2010, p. 16) when so many of us share a different world view of what is perhaps right, or correct.
I for one, know that I hold moral values not grounded in religion as so many do around me, rather based in my own knowing of what is right, wrong, and in between, and I “take pride in remaining rational and logical at all times” (NERIS Analytics Limited, n.d.).
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- Jones, F. C., Jones, B. C., Lindsey, R. B., & Tillman, L. C. (2010). The cultural proficiency journey: Moving beyond ethical barriers toward profound school change. The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change. https://doi.org/10.4135/9781452219240
- NERIS Analytics Limited. (n.d.). INTJ PERSONALITY (“THE ARCHITECT”). Retrieved August 24, 2018, from https://www.16personalities.com/intj-personality
- Skrla, L. E., McKenzie, K. B., & Scheurich, J. J. (2009). Using equity audits to create equitable and excellent schools. Using Equity Audits to Create Equitable and Excellent Schools. https://doi.org/10.4135/9781452218953