DISC – D Personality
Contact JFord Equips for further information on the Maxwell Leadership DISC Method.
“Our Maxwell DISC Personality Indicator Report raises the awareness of individuals by helping them understand:
Understanding Your Leadership Style Through DISC
Every school leader communicates differently — and so does every member of their team. The Maxwell Leadership DISC Assessment reveals the behavioral styles that drive how you lead, communicate, and make decisions. When school leaders and their teams understand their own DISC profiles, they unlock the ability to communicate more effectively, resolve conflict faster, and build stronger, more cohesive teams.
DISC identifies four primary behavioral styles — Dominance, Influence, Steadiness, and Conscientiousness — each with unique strengths and challenges. There is no “right” or “wrong” style. The power is in understanding your natural tendencies and learning how to adapt your communication to connect with others.
Many districts take DISC beyond the leadership team by providing assessments for their entire teaching staff. When everyone in a building understands how they communicate — and how their colleagues, administrators, and supervisors are wired — working relationships improve at every level. Teachers collaborate more effectively, communication between staff and administration strengthens, and school culture shifts from the inside out. We also offer a Student DISC Assessment, giving educators insight into how their students learn, communicate, and respond — a powerful tool for engagement and classroom leadership.
As a certified Maxwell Leadership DISC Consultant, Dr. Jeanne Ford uses this tool to help school leaders, teachers, and district teams build trust, improve collaboration, and create a culture where every voice is heard. Whether used in leadership coaching, team development, staff training, or the hiring process, DISC gives educators a practical framework for understanding the people around them — and themselves.
Explore the resources below to learn more about DISC and how it can transform your school’s leadership culture.
DISC – D Personality
DISC – I Personality
DISC – S Personality
DISC – C Personality
Contact me for further information on Maxwell DISC Leadership Assessments
Reduce your office referrals; increase your scores
The success of Time To Teach has been published in Leadership magazine. Read Order in the Classroom, a published article written by Kelly Graham, National Director at the Center for Teacher Effectiveness and Elsbeth Prigmore, high school principal. Time To Teach is a consistent classroom management system that saves instructional time and improves school climate.
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“During my first two years as principal of Clark Street Elementary School, we experienced over 300 office referrals and over 150 out-of-school suspensions! This year we implemented Rick’s strategies and so far we have only had two office referrals in six weeks!”
John Hargrove, Principal, Clark Street Elementary, North Carolina
“Lawton Public Schools is a lower socioeconomic school district in Oklahoma that services 17,000 Pre-K through 12th grade students, over half of which are minority. Twenty-nine of our thirty-five schools were trained using the Time To Teach strategies, affecting more than 11,000 children. Following training, we experienced a 16% decrease in suspensions and office referrals and a dramatic decrease in pupil enrollment for Behavior Intervention and Behavior Disorder classes. We have also seen a 9% increase in test scores and none of our schools are on the school improvement list for No Child Left Behind.”
Billy Davis, Executive Director Elementary Education, Lawton Public Schools, Oklahoma
“We have used the Time To Teach strategies for eighteen years! These strategies allowed me to get into the classrooms and help teachers instead of having to deal with a line of students awaiting discipline intervention. Time To Teach truly delivers on its promise to gain back valuable teaching time that is so often lost to matters of discipline.”
Lynette Hedden, Retired Principal, Richland, Washington
“The number of student referrals in our middle school has dropped 30% on average, every year over the past three years. It is because of Time to Teach that I can say with pride, “Every day I teach!”
Keith Johnson, Teacher/Technology Director, Reading Community Schools, Michigan
“I have seen some of my students move up from Special Education and Title Programs to achieve at grade level performance. My referrals have been eliminated. Students that were never able to do so before are now meeting benchmark standards and making dramatic gains in reading and writing fluency. After 19 years as an educator, I finally have Time To Teach with care and compassion.”
Libba Sager, Elementary Teacher, Toledo Elementary, Oregon
“I have seen a 15 point gain in math and science scores on the state standardized test, which helped our school meet its AYP/API, and I have not sent a single student to the office all year. Time To Teach has helped me successfully teach second language learners, children with ADD, ADHD, Tourettes, learning disabilities, disenfranchised youth, and impoverished students.”
James Turner, Middle School Teacher, Lompoc, California
“At Lompoc Valley Middle School, the referral numbers for class disruption were reduced by 62% using Time to Teach strategies, and Lompoc High School’s referral numbers were lower than those of the rival high school for the first time ever.”
Carrie Chase, High School Counselor, Lahainaluna High School, Hawaii
“Pioneer Continuation High School has our district’s highest number of at-risk 11th and 12th grade students. Using the Time to Teach blueprint, we saw school suspensions drop from 39% to 18% over a three-year period, in-house suspensions cut in half, and significant increases in passing rates on the California High School Exit Exam and other student achievement measures. Overall, the school has experienced a positive, systemic cultural change.”
Elsbeth Prigmore, Principal, Pioneer Continuation High School, California
