1. CHAPTER 30 & 31 Carlee Shepherd Ben Davis

2. Chapter 30 Universal Mission Statement  Use as a pattern  Encompasses: Core values of the organization Core values of the organization Context gives meaning, direction & coherence Context gives meaning, direction & coherence

3. Expression of Leadership  Meta – vision and stewardship of what is entrusted to you as leader/manager  Macro – strategic goals and how you organize  Micro – relationships, build emotional bank accounts

4. Mission Statements  Short  Comprehensive HOW?  Simple & Generic MAKE IT MOTIVATING

5. Universal Mission Statement “To Improve the economic well-being and quality of life of all stake-holders”

6. Breakdown  Economic well-being Companies exist to make money and individuals work to make money $$ Companies exist to make money and individuals work to make money $$  Quality of Life Acceptance & love Acceptance & love Challenges & growth Challenges & growth Purpose & meaning Purpose & meaning Fairness & opportunity Fairness & opportunity Life balance Life balance  All Stakeholders Who will suffer if the enterprise fails? Who will suffer if the enterprise fails?

7. 5 Benefits of Universal Mission Statement  Ecological balance  Short and long-term perspective  Professional challenge  Management context  Personal sense of stewardship

8. Universal Mission Statement One More Time… “To Improve the economic well-being and quality of life of all stake-holders”

9. Chapter 31: Principle- Centered Learning Environments

10. Problematic Mentalities  Siege Mentality – People lobby pressure groups to push for their agenda. The net effect is a downward spiral of trust.  Survival Mentality – “What can we do just to make it through the day?” Teachers feel unappreciated undervalued.  Scarcity Mentality – “If I don’t get mine, someone else might,” or “If someone else gets some large resource or even recognition in some way, it takes something from me.” “If I don’t get mine, someone else might,” or “If someone else gets some large resource or even recognition in some way, it takes something from me.” Begin to think win-lose, be protectionist, become defensive Begin to think win-lose, be protectionist, become defensive Atmosphere becomes low trust, defensive communication, and conflicting expectations Atmosphere becomes low trust, defensive communication, and conflicting expectations

11. Teachers Should  Be facilitators – Assist in the empowerment of students. Students become responsible for their own learning  Be Learners – Meet individual needs of students  To Begin with end in mind

12. “Walk your Talk”  Trust can be secured by character and competence  Being trustworthy broadens your influence over others  Be involved in both personal and profession development  See yourself as a change catalyst – with patience and diligence you will become a transition figure  Transition figure – one who stops the transmission of tendencies

13. Shared Responsibilities  Learning environment more than just Teacher & Student  Principle-Centered Learning Environment: Key Stakeholders: Administration(s) Administration(s) Peer Group Peer Group Family Family School board/Gov School board/Gov Business and Community Business and Community Teacher Teacher Student Student

14. Students Need  Private victories  To be proactive  Do things that increase self-esteem, self- confidence, and self-awareness to maximize potential  To learn the 7 habits  To empower the teacher by engaging themselves in learning (Virtuous cycle)

15. The Approach  Inside-out  Principle-centered  Personal empowerment