1. Stephen R. Covey A Presentation Discussing Principle-Centered Leadership and How It Relates to School-Based Administration http://www.melaleucablog.com/wp-content/uploads/2010/01/melaleuca-stephen-covey.jpg

2. Best-Selling Author of…  First Things First (1994)  Principle-Centered Leadership (1991)  The 7 Habits of Highly Effective Families (1990)  The 7 Habits of Highly Effective People (1989)  The Eighth Habit (2004)

3. Principle-Centered Leaders Continually Learn...  from their experiences  by continually seeking and reflecting  School administrators who continually learn have a deeper understanding of their experiences and how to better manage for the future.  School administrators who continually learn may utilize technology for a professional learning network, connecting, sharing, and collaborating with other principals. http://www.jupiterimages.com/Image/royaltyFree/102915197#Header

4. Principle-Centered Leaders Are Service-Oriented...  and understand that “Life is a mission – not a career”(34).  and know that you must WORK with others and for others if you want others to work with and for you.  and believe Blessed Theresa of Calcutta who said, “the fruit of service is peace.”  School Administrators who serve set the example of stewardship and interconnectedness for the rest of the staff.  School Administrators can use technology to discover and collect information about staff needs, hopes, dreams for the future. http://www.christart.com/clipart/art_info/1680/

5. Principle-Centered Leaders Radiate Energy…  as cheerful, pleasant, happy,optimistic, positive, upbeat, believing people.  as people who understand the effect of their own energy and how to direct it.  as peacemakers, humanizers, and catalysts of inspiration.  School administrators who radiate energy tap into the skill of leading by influence, not by force.  School administrators who radiate energy can motivate and inspire teachers to look outside their comfort zones to new technologies. http://www.jupiterimages.com/Image/royaltyFree/88640192#Header

6. Principle-Centered Leaders Believe in Other People...  and know that a person’s behavior does not define or limit his/her potential.  and create a climate of growth and opportunity.  School administrators who believe in other people create teaching/learning environments of collaboration and trust where students and staff are empowered to create.  School administrators who believe in other people will place trust in the good judgment of staff to model ethical behaviors with digital learning issues. http://www.jupiterimages.com/Image/royaltyFree/96175490#Header

7. Principle-Centered Leaders Lead Balanced Lives...  by reading, watching, observing, learning, having fun, having a sense of humor about themselves, and enjoying life.  by thinking in terms of continuums, not absolutes.  where their actions and attitudes are proportional to the situation.  School administrators who lead balanced lives know to work, play, and not internalize every negative situation.  School administrators who lead balanced lives model sensible time-management on the time they spend on social networking sites. http://michaeljosephtherapy.com/blog/wp-content/uploads/2008/07/balancing.jpg

8. Principle-Centered Leaders See Life as an Adventure...  where their security comes from within and from resourcefulness, initiative, creativity, will power, courage, stamina, and natural intelligence.  School administrators who see life as an adventure value project-based learning, inquiry-driven classrooms, and challenge-based learning.  School administrators who see life as an adventure create teaching/learning environments where technology is global tool used to create, innovate, research, communicate, collaborate, and problem-solve. http://www.jupiterimages.com/Image/royaltyFree/98890611#Header

9. Principle-Centered Leaders Create Synergy...  knowing that, “The whole is always greater than the sum of the parts.” T.E.A.M. = Together Everybody Achieves More  acting as a catalyst for change, delegating for results, and separate people from the problem.  School administrators who create synergy develop school environments into learning communities, challenge others to think about old problems in new ways, and inspire those around them to be more.  School administrators who create synergy challenge students and staff to find ways use technology for more than the status quo. http://www.jupiterimages.com/Image/royaltyFree/96391206#Header

10. Principle-Centered Leaders Exercise for Self-Renewal...  by developing the following aspects of human personality:  Physical  Mental  Emotional  Spiritual  School administrators who are effective stewards of their time, allowing for reflection and activity outside the school building, will be “healthier, stronger, and more service-focused”(39).  School administrators who exercise self-renewal may use a blog as a means of reflecting and connecting with other administrators. http://www.jupiterimages.com/Image/royaltyFree/78716124#Header

11. Personal Critique of Covey’s Theory  This set of leadership characteristics appeals to me because it connects to several concepts from Thomas Sergiovanni’s “Leadership As Stewardship” model.  I continually reflect back on a card I received from my eighth grade teacher who wrote, “ Your success will not be determined by the number of people you lead, but the number of people you serve.”  Vision, empowerment, communication, collaboration, balance, service, relational, humility, intelligence, life-long learning, and stewardship of time resources, and people’s feelings are easily translatable to the school environment. http://www.jupiterimages.com/Image/royaltyFree/100482811#Header

12. References  Covey, S. (1991). Principle-Centered Leadership. New York, NY: Fireside-Simon & Schuster.  Covey, S., Merrill, A., & Merrill, R. (1994). First Things First. New York, NY: Simon & Schuster.  Johns Hopkins University Center for Technology in Education. (n.d.). Eight Discernible Characteristics of Principle- Centered Leaders. Retrieved July 20, 2010 from http:// olms.cte.jhu.edu/26130