Presentation on theme: "T EACHER L EADERSHIP SEMINAR S ESSION 1 By: Carrie Pilant Presented at Imogene Gideon Elementary Thursday, October 7, 2010."— Presentation transcript:
T EACHER L EADERSHIP SEMINAR S ESSION 1 By: Carrie Pilant Presented at Imogene Gideon Elementary Thursday, October 7, 2010
L EADERSHIP DEFINED – Y UKL (2010) “Leadership is the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives” (p. 8).
L EADERSHIP DEFINED – B LANKSTEIN (2004) Effective school leaders are able to collaboratively create and sustain changes that continually enhance student achievement. They display the following characteristics: Creating a culture where failure is not an option (FNO) Work collectively with staff to bring about mission of achievement for all students Long-term view of sustainability so that internal capacity will continue to thrive. (p. 194-195)
C OMPARISON OF Y UKL AND B LANKSTEIN Yukl (2010) influencing understand agree facilitating collective shared Blankstein (2004) effective collaboratively achievement culture collectively mission sustainability thrive
T HE ESSENCE OF EFFECTIVE LEADERSHIP 1. Help interpret the meaning of events. 2. Create alignment on objectives and strategies. 3. Build task commitment and optimism. 4. Build mutual trust and cooperation. 5. Strengthen collective identify. 6. Organize and coordinate activities. 7. Encourage and facilitate collective learning. 8. Obtain necessary resources and support. 9. Develop and empower people. 10. Promote social justice and morality. (Yukl, 2010, p. 522-523)
P RINCIPLE - CENTERED LEADERSHIP ( COVEY, 1991) “Effective communication requires skills, and skill development takes practice” (p. 113). Leader’s responsibility for open communication Communication – prerequisite for problem solving Should be defined as mutual understanding
P RINCIPLE - CENTERED LEADERSHIP ( COVEY, 1991) High trust = Easy communication Low trust = Difficult communication “Communications systems will function more effectively if they are organized around a shared vision and mission” (p.186).
T HE L EADERSHIP C HALLENGE Practice Positive Communication: Foster team spirit Breed Optimism Promote resilience Renew Faith and Confidence (p. 147).
T HE L EADERSHIP C HALLENGE Despite Obstacles: Remain positive Stay enthusiastic People follow a leader with a “Can- Do” attitude.
P ROMOTE EXTERNAL & INTERNAL COMMUNICATION Unless external communication is encouraged, people interact with outsiders less & less frequently & new ideas are cut off. Maintain open line of communication with parents & community leaders. Positive e-mails about students are encouraged. Face to face meetings are essential, even with all the electronic communication.
F AILURE IS NOT AN OPTION Communication between home & school should be regular, two- way, and meaningful.
FNO SUGGESTS THESE PRACTICES : Variety of communication tools Establish opportunities for parents to share information about their child Provide clear expectations Mailing report cards and regular progress reports
FNO SUGGESTS THESE PRACTICES ( CONT.): Distribute information on school reforms, policies, disciplinary procedures, assessment tools, and school goals Include parents in any related decision-making Conducting conferences with parents at least twice a year, with follow ups as needed. Providing staff development re: effective communication
FNO SUGGESTS THESE PRACTICES ( CONT.): Encouraging immediate contact between parents and teachers when concern arise Distributing student work for parental comment and review on a regular basis Translating communication to assist non- English-speaking parents
FNO SUGGESTS THESE PRACTICES ( CONT.): Communicating with parents regarding positive student behavior and achievement Providing opportunities for parents to communicate with principals & other admin staff Promoting informal activities at which parents, staff, and community members can interact
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