Continuing the Journey to World Class: Creativity, Vision, Leadership

Administrative Retreat 2014

Leadership Focus

July 15, 2014

21 Research-based Responsibilities of Effective Principals

Affirmation

Change Agent

Contingent Rewards

Communication

Culture

Discipline

Flexibility

Focus

Ideals/Beliefs

Input

Intellectual Stimulation

Involvement in Curriculum, Instruction, & Assessment

Knowledge of Curriculum, Instruction, & Assessment

Monitoring/Evaluating

Optimizer

Order

Outreach

Relationships

Resources

Situational Awareness

Visibility

Affirmation

Extent to which the leader recognizes and celebrates school accomplishments

Balanced and honest accounting of school success and failures

“You simply cannot ignore performance issues and expect your superstars to stick around very long.”

Applies to both teachers and students

Change AgentLeader’s disposition to challenge the status quo

Defining feature of Total Quality Management (TQM)

Leader’s willingness to temporarily upset a school’s equilibrium

Empowers staff to make decisions and experiment

Work through issues in ways that energize rather than deplete commitment

Contingent RewardsExtent to which the leader recognizes and rewards individual accomplishments

Defining feature of transactional leadership

Proactive in recognizing the varying abilities of staff members

A reminder of what is important

Should vary according to the different performances the organization wants to encourage

Communication

Extent to which leader establishes strong lines of communication with and between teachers and students

Critical feature for people working toward a common purpose

Glue that holds all other responsibilities together

Accessible to all staff

CultureExtent to which leader fosters shared beliefs and a sense of community and an cooperation among staff

Primary tool with which a leader fosters change

Positively influences teachers, who, in turn, positively influence students

Consists of influencing thoughts and actions of other persons and establishing policies that enable others to be effective

DisciplineProtecting teachers from issues and influences that detract from instructional time or focus

Consists of creating structures and procedures around the technical core of teaching

Moving non-instructional issues out of the way to prevent distraction in school and classroom

More than student behavior

Flexibility

Extent to which leaders adapt their leadership behavior to the needs of situation and are comfortable with dissent

Mental agility

Protect and encourage voices of participants who offer differing points of view

Provides a deeper feel for change process by accumulating insights and wisdom

FocusExtent to which leader establishes clear goals and keeps those goals in the forefront of attention

Key to improvement by engaging in sustained and continuous progress toward a performance goal

Resisting too many innovations adopted uncritically, superficially, and fragmented

Enables energy to be expended on key initiatives

Provides purpose and direction

Ideals/BeliefsWell-articulate ideals/beliefs are core of effective leadership

Come from policies or standards of practice

Subtle but powerful force to effect change

Way that principals shape school conditions and teaching practices

Must be consistent with behaviors

“Guard your integrity like it’s your most precious possession.”

Input

Extent to which leader involves teachers in design and implementation of important decisions and policies

School effectiveness is proportional to extent teachers participate in all aspects of school functioning

Seeks whole staff consensus for priorities

No arbitrary or secret decisions

Not democratic – having a say is not same as having a vote

Intellectual StimulationExtent to which leader ensures faculty and staff are aware of most current theories and practices and makes them regular discussion topics

Engaging in meaningful dialogue on research and theory

Closely linked to change process – deep changes require deep learning

A part of everyday life in school

Includes knowledge building, sharing, creation, and management

Curriculum, Instruction, & Assessment Involvement

Extent to which leader is directly involved in design and implementation of curriculum, instruction, and assessment at the classroom level

Critical component of instructional leadership

Knowledge of subject and pedagogy as important as for teachers

One of most highly valued characteristics by teachers

Knowledge of Curriculum, Instruction, and Assessment

Extent to which leader is aware of best practices

Focused on acquisition and cultivation of knowledge

Necessary to provide guidance to teachers

Meet regularly with peers to stay abreast of advances

“Leadership is the guidance and direction of instructional improvement.”

Monitoring/Evaluating

Extent to which leader monitors effectiveness of school practices in terms of impact on student achievement

Deliberate and a function of design

Active in monitoring curriculum and instruction in classrooms

Constant evaluation is present in the most effective schools

“The most powerful single modification that enhances achievement is feedback.”

Optimizer

Extent to which the leader inspires others and is the driving force when implementing innovation

Optimism is critical characteristic of effective schools

Leader sets positive emotional tone for school

Ability to bolster change with positive outlook and energy

OrderExtent to which leader establishes a set of standard operating principles and routines

Created by structure – provide a pathway for energy

Effective structures inhibit certain events and facilitate others

Clear boundaries for both students and staff

“Daily routines can hinder or help teacher learning, and send important signals about the organization’s priorities.”

Outreach

Extent to which the leader is an advocate and a spokesperson for school to all stakeholders

Willingness and ability to communicate to internal and external parties

Effective partnerships beyond school walls

Schools are not an island – operate in a complex context

Relationships

Extent to which leader demonstrates awareness of personal lives of teachers and staff

Central to effective execution of other responsibilities

Rely heavily on face-to-face interactions

Help staff and administration stay aligned and focused during times of uncertainty

Resources

Extent to which leader provides teachers with materials and professional development necessary successful execution of duties

Are to a complex organization what food is for the body

Necessary to analyze, plan, and take action regarding opportunities and threats

Heavy investment in targeted professional learning are critical

Situational AwarenessKnowledge of details and undercurrents regarding school functions and use of the information to address current and potential problems

Ability to identify clues and hints

Anticipatory leadership

“Deep change requires knowing what is happening, distancing the ego from daily events, and honestly appraising the state of the organization.”

Visibility

Extent to which leader has contact and interacts with teachers, students, and parents

Associated with strong instructional leadership

In classrooms every day

Communicates interest and engagement

Provides opportunities for interaction on substantive issues