1. Presented by : Dr. Paul A. Rodríguez

2.  This chapter speaks of the importance of standards for school administrators.  Although each state has their own set of standards for school administrators, the authors discuss the Interstate School Leaders Licensure Consortium (ISLLC) of the Council of Chief State School Officers (19970)

3.  The objectives of this chapter are:  Describe the importance of preparing school leaders.  Identify and describe standards for school leader development.  Discuss the changing context of schools and the changing roles of school leaders.  Describe the leadership process and the importance of trust building.

4.  Part of transformation involves “heart, hope, and faith [which is] rooted in soul and spirit …Leading… requires giving gifts from the heart that breathe spirit and passion into your life and [school]” (.)Bolman & Deal, 1995, p.12).  The real challenge of school leaders is to stay focused on teaching and learning.  Cashman (2000), “ leadership is authentic self- expression that creates value…  For students to be successful, they need teachers who are successful and in turn they need effective leaders.

5.  The trait view of leadership suggests that individuals become leaders because of the traits they possess. Such traits can be classified under heading of: capacity, friendliness, achievement, responsibility, participation and status.  Also may possess many traits such as: drive, honesty, and integrity, leadership motivation, self-confidence, cognitive – ability, creativity and flexibility.

6.  1. Supportive Behavior, which seeks to maintain a supportive relationship in the workplace and demonstrates consideration and awareness for others in the work place.  2. Directive Leadership, which sets standards for success, communicates performance standards, schedules work, and provides specific directives for completing tasks.  3. Participative Leadership, which involves consulting with others and seeking opinions of others concerning task completion.  4. Achievement-oriented leadership, which emphasizes excellence in task completion and sets goals that are challenging and attainable. p

7.  The ability to create a culture that guides members of the organization  The ability to use interpersonal skills in building trust and working with others  The ability to communicate and articulate the mission, goals, and strategies  The ability to model personal integrity and responsibility in interacting with others  The ability to diagnose problems, select protocols and procedures based on equity, and take risks  The ability to unite effort with purpose to obtain results

8.  The authors stated, “ The level of trust by a leader is the foundation on which success is built”, p.16  Trust is the quality that gives followers the security to be themselves and take risks. Bennis and Goldsmith (1994)  Nothing undermines trust building more than gossip or sharing confidential information.  Leaders should share their values and goals with others by letting people know what they stand for and what they wish to accomplish.

9.  Lazotte (1992), school improvement “is probably unattainable ( or even unapproachable) without a major commitment to the use of computers and other related information-processing technology”  The ability to analyze data is important to school improvement efforts. Creighton (2001)

10.  Are you ready? Ask yourself:  Do I Have the Right Stuff?  Do I like Teachers and Students?  Do I Have a Strong Work Ethic and Like Challenges?  Do I Engage in and encourage Continuous Improvement?  Do I Know How to Handle Conflict?  Do I have a Commitment to the Community?  Do I have the Management and organizational Skills to Create a Positive School Culture that Values Teaching and Learning?