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 CommunicationCultureDisciplineFlexibilityFocusIdeals/BeliefsInput Intellectual Stimulation Involvement in Curriculum, Instruction, & Assessment Knowledge of Curriculum, Instruction, & Assessment Monitoring/EvaluatingOptimizerOrderOutreachRelationshipsResources 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 Agent Leader’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 Rewards Extent 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

Culture Extent 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

Discipline Protecting 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

Focus Extent 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/Beliefs Well-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 Stimulation Extent 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

Order Extent 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 Awareness Knowledge 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