alaska school leadership academy · communication techniques & three stances. develops ....
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Alaska School Leadership Academy Mentor Training Guide
The Alaska School Leaders Academy Mentor Handbook was developed by Metis Education Consulting with permission given to ACSA/ASDN to use all materials.
Communication Techniques & Three Stances
Develops interpersonal skills to cultivate working relationships and to
mobilize individuals or groups to action that results in improvement
It has been our experience that we live in a society where folks like to interrupt
others, get the last word in, stray off topic, and not work at being an active
listener. Noted below are Three Stances to enhance interactions.
1) Coaching P-P-P (pausing, paraphrasing, and posing questions)*
2) Calibrating (3-point conversations)
3) Consulting (asking permission and not telling)
Coaching is the use of P-P-P in order to let a colleague speak without
interruption and use paraphrasing to make sure we understand his or her
thinking. We paraphrase before we pose questions. We have to be active
listeners in order to paraphrase colleagues.
Calibrating or 3-Point Conversations (Michael Grinder) uses data or
specific sources of information (such as a goal-setting statement) because
they are:
- Not as personal
- Less emotional
- The “data” is the topic of conversation, not the person
Consulting is where we ask permission to offer ideas to colleagues. We
discuss the resources that are available and brainstorm options. We need to
be careful not to offer the ideas we like or think a colleague should use.
Consulting is a stance. Consultant is a role.
* P-P-P technique used in Cognitive Coaching
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Coaching P-P-P (default position)
The Coaching Stance pattern is Pausing, Paraphrasing, and Posing questions.
1. Pausing (demonstrates listening and provides thinking time)
2. Paraphrasing (understanding)-when appropriate get “sign-off”
• Clarifying and acknowledging
• Summarizing and organizing
3. Posing good questions (not advice in disguise)
4. Establish rapport to develop trust
5. Set-aside the mini-me syndrome, advice giving, and “my” solutions
Three types of pausing or “wait time”
Wait Time I Wait Time II Wait Time III
Pause after asking a
question
• To allow thinking time
• To signal support for
thinking
• To demonstrate your
belief in group
members’ capacities for
thinking
Pause after group
members respond
• To allow time for
retrieval of additional
and related information
Pause before your own
response or questions
• To model thoughtfulness
and
• A need to think before
responding
Mary Budd Rowe (1986)
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Calibrating (3-Point Conversation)
Sample Documents to use for Calibrating:
1. Goal Setting Rubric
2. Working Agreements and Norms of Collaborative Work
3-Point Conversation by Michael Grinder
- Not as personal
- Less emotional
- The “data” is the topic of conversation, not the person
Consulting (a stance not a role)
• Ask permission (transition into consulting)
• Discuss resources
• Provide options (brainstorming)
• Build capacity
• Guidance and teaching
• Assistance and support
The Consulting Stance is used when a person lacks resources, experience,
and/or time. Mentors use consulting intentionally as a stance.
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• Instructional literacy
(learning & teaching)
• Organizational literacy
(Management & change)
Interpersonal • Self-awareness
• Self-management
• Clarity of purpose
& beliefs
• Sustainable fit of
role & person
Cognitive
Intrapersonal
F I G U R E 1 . 1 S T E P H A N I E ’ S B L E N D : T H E I - C - I K N O W L E D G E D O M A I N S
• Other-awareness
• Relationship-building
• Communication
• Mobilization of others
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F I G U R E 1 . 2
C O R E K N O W L E D G E A R E A S O F L E A D E R S H I P P E R F O R M A N C E
KNOWLEDGE DOMAIN CORE KNOWLEDGE AREAS
Instructional Literacy ▪ What is effective learning? ▪ Models and theories of teaching, learning, and
assessment for children & adults
Organizational Literacy ▪ What makes a school effective as an organization? ▪ Models and theories of school organization,
effectiveness, and leadership
C COGNITIVE
Forming Relationships ▪ How do I cultivate robust working relationships with and
among others? ▪ Skills, sensitivities, and frameworks that help form
working relationships with individuals and groups
Mobilizing Others ▪ How do I mobilize others to act in ways that improve the
learning of children? ▪ Skills, sensitivities, and frameworks that help me
generate in others the will and the ability to change
IN INTERPERSONAL
IA INTRAPERSONAL
Philosophical Platform ▪ What beliefs and values guide my work as a leader? ▪ Core principles with strong rationales regarding the four
aspects of leadership listed under Cognitive and Interpersonal
Self-Awareness & Self-Management ▪ Do I understand myself well enough to choose wisely
how I will act as a leader? ▪ Skills, sensitivities, and frameworks that help me
understand how my thoughts and feelings shape my actions with others
Self-Assessment and Career Choices ▪ Do I understand the assets and the liabilities I bring to
leadership work? ▪ Have I found a fitting role that will make my leadership
productive and sustainable for both me and the school/team/group?
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Side-by-Side Comparison of Robinson’s Capabilities and Leithwood’s Leadership Pathways
Robinson’s Three Capabilities
(Finer-grained Knowledge, Skills and
Dispositions)1
Attributes
Leithwood’s Three of Four* Leadership
Pathways2
Attributes
Building Relational Trust
Develop the trust that is essential for doing the hard work of improving teaching and learning (can’t achieve much on your own), engage others in the work that delivers for learners; respect (valuing the ideas of others), trustworthiness, competence, and integrity
Emotions Path (emotions direct cognition)
Commitment, networking between staff, teacher efficacy, collective efficacy (leads to persistence), stress, trust, morale
Applying Relevant Knowledge
Deepen teacher knowledge, develop expertise to do the work, using knowledge about effective teaching, teacher learning, and school organization to make high-quality administrative decisions
Rational Path Quality of instruction, student learning (standards), curriculum, problem- solving capabilities, “technical core”, establishing high expectations, shared goals about academic achievement, orderly environment
Solving Complex Problems
All about context specific to each school, take many conditions into account for making decisions, discern challenges and craft solutions that adequately address them
Organizational Path School infrastructure, professional networks, structures to support collaboration, instructional time, complexity of teachers’ workload, opportunities for teachers’ growth, time devoted to instruction
1Robinson, V., (2011). Student-Centered Leadership. 22-38. 2 Leithwood, K. et al. (2012). School Leaders’ Influences on Student Learning: The Four Paths. 3-5
*Family Path Not Included
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www.adaptiveschools.com Thinking Collaborative P.O. Box 630860
Highlands Ranch, CO 80163
Seven Norms of Collaborative Work
Pausing Pausing before responding or asking a question allows time for thinking and enhances
dialogue, discussion and decision-making.
Paraphrasing Using a paraphrase starter that is comfortable for you. “So . . . ” or “You’re feeling . . . ”
or “You’re thinking . . . ” and following the starter with a paraphrase assists members of
the group to hear and understand one another.
Posing questions Two intentions of posing questions are to explore and specify thinking. Questions may be
posed to explore perceptions, assumptions and interpretations and invite others to inquire
into their own thinking.
Putting ideas on the table Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For
example, you might say, “Here is one idea...” or “One thought I have is...” or “Here is a
possible approach . . . ”
Providing data Providing data in a variety of forms supports group members in constructing shared
understanding from their work. Data have no meaning beyond that which we make of
them; shared meaning develops from collaboratively exploring, analyzing and
interpreting data.
Paying attention to self and others Meaningful dialogue is facilitated when each group member is conscious of self and of
others, and is aware of not only what he or she is saying, but also how it is said and how
others are responding.
Presuming positive intentions Assuming that others’ intentions are positive promotes and facilitates meaningful
dialogue and eliminates unintentional putdowns. Using positive intentions in your speech
is one manifestation of this norm.
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Template for Establishing Working Agreements
Circle the number on top of the box indicating where you are personally and the
number at the bottom indicating where we are as a team.
1 2 3 4 5
Example: Be present means speaker has our full attention. (Cell phones and
computers are turned off, grading papers is reserved for another time, side bar
conversations are inappropriate.)
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
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Working Agreement Term Bank
“Golden Rule” – Do unto others as you would have them do unto you
Rotate facilitators / known facilitators
Ask questions
No side conversations Focus on critical tasks Engage in discussions
Begin and end on time Establish time frame for discussions
Ask for and offer feedback
Active participation by all Don't judge ideas during brainstorm
Encourage others to ask questions and share ideas
Leave the past in the past End on time Offer different, perhaps unpopular perspectives
Silence cell phones/pagers No interruptions; don't dominate Listen actively
Deal with issues, not personalities Teams for discussion breakout Seek to understand
“Time out” when needed OK to walk around during meeting Disagree respectfully
Be committed to the process Time keeper Provide options
Be open and honest Raise your hand to discuss Be open to changing your position
“What you see here, what you say here, when you leave here, let it stay here.”
Everyone has a fair chance to speak their mind (expand discussion time)
Promote creative ideas and approaches
No side meetings Time for discussion is up to facilitator
Avoid aggressive language, posture, and tone
Have fun and relax Agreement on voting item Practice candor
Be on time Include discussion in minute’s comments
Develop and express trust
Established break times Stay focused and on time Refer to meeting norms
Be courteous No rehashing Ask for information
State all concerns at meeting Table/parking lot for future discussion
Express concerns
Listen Please turn off all cell phones and pagers for the duration of the meeting
Balance inquiry and advocacy
Agenda beforehand w/relevant information
Focus on strategic issues Honor confidentiality
Review meeting action items, include dates and times
Share ideas
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Leadership Team Working AgreementsSUPPORT EMOTIONAL SAFETY & TRUST
• Honest Dialogue• Safe Environment
HONOR THE DECISION MAKING PROGRESS• Broad Input• Equal Voice• Multiple Prospectives• Discussion, Dialogue & Decisions
COMMIT TO EFFECTIVE COMMUNICATION• Within Departments & Groups• Between Departments & Groups• Common Voice (talking points)• MeasuredResponsiveness(Reflective,Appropriate,Timely)
MODEL & ADDRESS PROFESSIONALISM• Confidentiality• Positivity
Revised 4/20/1810
ACSA School Leader and Mentor Performance Agreement
The ACSA mentor agrees:
• To honor confidentiality with each school leader
• To provide one-on-one support for each school leader via phone, on-site, and
at ACSA sponsored activities and events
• To utilize mentoring and coaching strategies
• To respond to the school leader in a timely manner between mentoring
sessions via telephone or email
• To honor the demanding schedule of each school leader
• To commit to supporting the success and effectiveness of each school leader as
the primary focus and purpose of the program
The School Leader agrees:
• To fully avail him/herself of the support offered by an ACSA mentor
• To work with the assigned mentor to identify meaningful goals
• To approach the mentoring relationship with openness and honesty
• To utilize and apply the written materials, resources, and strategies made
available by the ACSA mentor
• To be available for agreed upon phone mentoring conversations and site visits
• To participate in designated ACSA professional learning activities
School Leader: __________________________________________
ACSA Mentor:___________________________________________
Date: __________________
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The Entry Protocol is designed to be used during a conversation and will take at least 30 to 45 minutes. It is not intended to send to a principal to complete. The mentor takes notes that will inform the
relationship and guide future conversations.
ACSA Principal Entry Conversation
Mentee: School: Date:
An Entry Conversation is… An Entry Conversation is not…
o An opportunity to establish rapport o A two-way confidential conversation o A structured conversation for asking open- ended
questions that will assist the coach and mentee o A chance for coaches to gain an understanding about
the mentee’s background o The beginning stage of how to customize contextual
support for the mentee
o A conversation with judgment or evaluation
o A one-way conversation o An interrogative interview o A gathering of information to be
shared inappropriately o A onetime sharing of information that
is a waste of your time
Exploring the existing state
1. Tell a little bit about yourself and your background.
2. What are you most excited about when you consider the new school year?
3. What are you most concerned about? 4. Please describe the size of your school (student population, staff size, size of the community)? 5. What is currently happening for your school in core instruction? 6. What initiatives are you aware of that are currently occurring in your school? 7. Can you describe your staff meeting schedule and calendar of important meetings ahead? 8. What fears do you anticipate the staff having about a new principal in the school(s)? 9. What additional information might you wish to offer to assist us today?
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The Entry Protocol is designed to be used during a conversation and will take at least 30 to 45 minutes. It is not intended to send to a superintendent to complete. The mentor takes notes that will inform the
relationship and guide future conversations.
ACSA Superintendent Entry Conversation
Mentee: School: Date:
An Entry Conversation is… An Entry Conversation is not…
o An opportunity to establish rapport o A two-way confidential conversation o A structured conversation for asking open- ended
questions that will assist the coach and mentee o A chance for coaches to gain an understanding about
the mentee’s background o The beginning stage of how to customize contextual
support for the mentee
o A conversation with judgment or evaluation
o A one-way conversation o An interrogative interview o A gathering of information to be
shared inappropriately o A onetime sharing of information that
is a waste of your time
Exploring the existing state
1. Tell a little bit about yourself and your background.
2. What are you most excited about when you consider the new school year?
3. What are you most concerned about? 4. Please describe your district (student population, staff size and leadership experience, size of the community(s), district resources/budget/grants and functions/district staffing)? 5. What is the current board expectations for you and your relationship with them? Election updates? 6. What initiatives/strategic plan/board goals are you aware of that are currently occurring in your district? 7. Can you describe your leadership meeting schedule and calendar of important meetings ahead? 8. What fears do you anticipate the staff/community having about a new superintendent? 9. What additional information might you wish to offer to assist us today?
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Leadership Conversation Guide Productive professional conversations require shape and structure.
ACSA aims to assist school leaders develop the capacity to be highly effective.
School Leader___________________________Mentor_________________Date____________
___Phone call ___Personal Visit ___Web-Based
Step 1: Type of Conversation Jointly determine with the school leader within the first ten minutes of conversation. (Whenever possible,
process the Problem of the Day as quickly as possible and then focus on long term goals.)
___ Planning/Rehearsal ___ Problem Resolving ___ Reflecting
Circle One: New conversation or continuation/follow-up from previous conversation
Step 2: Goal Progress: The What and The How (__________________)
Step 3: Next Steps
Note commitments stated for mentor and school leader, information needed, and focus for next conversation.
Next Scheduled Conversation: Date:_____________Time:______________Type:___________________
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The First Person Goal Setting Process
If you don’t have time to do it right, when will you have time to do it over? - John Wooden
Two Steps to the Goal Setting Process:
• Establishing The What-The topic that a school leader wants to accomplish
• Developing The How-The strategies, processes, and techniques that a school leader uses to accomplish The What
Everyone involved in the goal setting process must be mindful of the need for a tolerance of ambiguity because the entire process involves reflecting, planning, and feedback. The process will result in a valuable action plan that you will rehearse to increase the odds of success.
First Person Goal Setting will begin by reviewing notes from the Entry Conversation and the topics the school leader wants to implement.
Step One (The What) First Person Goal Setting Examples:
Principal: I would like to successfully and thoughtfully implement the new K-6 mathematics program recently adopted by the district.
Superintendent: I would like to implement a communication plan that provides important district information that is timely and accurate to all stakeholders (school board members, principals, teachers, school staff and community members).
Step Two (The How) Action Plan and with Steps or language from the Goal Setting Rubric
Superintendent: I want to develop better group processes because many of our group conversations are led by one person, norms for interaction are not consistently used, and there are too many defensive, off-task, and unproductive conversations. I will introduce the Norms of Collaboration and Working Agreements.
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Goal Setting Question Bank for Mentors
Questions to start with a draft goal
“What do you want to learn about this?”
“When you reflect upon acquiring more skill in this area, what might be some of
the different kinds of information you want?”
“How will you know when you are on the right track?”
“Whom would you like to get involved in helping you plan to meet your goal?”
“What might be some reasons you selected this goal for you focus?”
“Knowing where you are now, what must you remain mindful of to move
forward?”
“What hunches do you have about major roadblocks you may run upon?”
“How will you demonstrate, in your daily planning and use of time, that you are
focused on the goal?”
“How might you involve other people in accomplishing this goal?”
“How will you order the steps you will take to reach your goal?”
“What are some of your priorities as you approach this goal?”
“In what ways will you collect evidence that you are taking action regarding
effective instruction and student achievement?”
“What risks will you incur in this process and how will you prepare to deal with
them?”
“Please describe the kind of thinking you have done in choosing to focus in this
area?”
“What kinds of support and feedback might you need?”
“In what ways might you mobilize others in support of this goal?”
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For further collaboration when setting a goal
“What factors might you have considered while reaching those conclusions?”
“In what ways might you provide evidence that you are indeed taking regular
action to meet the goal?”
“What kinds of steps might ensure that you persist over the long haul in pursue
this goal?”
“What sorts of data can you collect that will enable you to measure your
progress?”
“Explain how many different ways you tried to think about setting this goal.”
“How will you know when you have met your goal?”
“What have you found to be a challenge as you work to master the concepts
encompassed by this goal?”
“What can you do to ensure that you remain open to further learning as you
tackle this goal?”
“What could you do to help you to think more about your learning?”
“What can to take time for reflecting and thinking about your goal?”
“How can you connect this new information to something you already know?”
“What thoughts are you having about how often you must revisit your goals?”
“In what ways might you be able to share leadership in order to achieve this
goal?”
“What kinds of information will you need to collect in order to move forward?”
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The Goal Setting Rubric is Used for a Reflecting into Planning Conversation with the Rubric as a Third Point
G. Whiteley
The Goal Setting Rubric Describes the Many Roles of a School Leader
• A Tool For Reflection: Confidential “living document” that provides a sustain focus of conversation throughout the year
• A learning tool and process for school leader that acts a filter to identify a couple of goals (USE ONLY THE SECTION THAT IS NEEDED
• Let the School Leader Lead the conversation if he/she can
• Paraphrase in order to Organize, Summarize and PRIORITIZE
• Mentor and School Leader both need a copy
• Avoid EVALUATIVE language: High, low, good, bad, points, grade, score, total
• Use Language: Emerging, Somewhat Developed, Moderately Developed, Substantially Developed, selected, chose, identified
• Use Questions Sparingly : Avoid the sequence-question to question to question and why
• Explore Reasoning: Reference specific language in a cell that the school leader selects and then explore their thinking
• Remember Pace and Lead (Existing State to the Desired State)
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The What: Potential Goal Statement(s)
Examples
Principal: I would like to successfully and thoughtfully implement the new K-6
mathematics program recently adopted by the district.
Superintendent: I would like to implement a communication plan that provides
important district information that is timely and accurate to all stakeholders (school
board members, principals, teachers, school staff and community members).
My Goal Statement(s)
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Goal Statement with Actions Plans and Action Steps
Goal
Action Plan Action Steps
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Learning Target: Mentors can facilitate the development of one or
two draft goal statements from each mentee using the goal setting
rubric.
Emerging
• A mentor is able to demonstrate only limited skill in facilitating the process of goal selection and shows limited understanding of the process. The mentor is limited in the following skills: using knowledge of the domains, using mentoring and coaching techniques, moving the mentee through the process, and guiding a mentee to use the goal setting documents to concentrate on one or two goals.
Developing
• A mentor possesses some skill in facilitating the process of goal selection and shows some understanding of the process. The mentor has some ability to deploy the following skills: using knowledge of the domains, employing mentoring coaching techniques, moving the mentee through the process, and guiding a mentee to use the goal setting documents to concentrate on one or two goals.
Accomplished
• A mentor possesses strong skills in facilitating the process of goal selection and shows a strong understanding of the process. The mentor is strong in the following skills: using knowledge of the domains, using mentoring and coaching techniques, moving the mentee through the process, and guiding a mentee to use the goal setting documents to concentrate on one or two goals.
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Mentoring Resources
Used With
Principals
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Step
1A
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Step
1A
: Pre
limin
ary
Inve
nto
ry
Pro
fess
ion
al G
row
th S
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PG
S)
Step
1:
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Per
son
al In
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The
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Do
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Do
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and
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Do
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(4)
pri
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arn
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is n
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STEP
1A
:
Pre
limin
ary
Pe
rso
nal
Inve
nto
ry
STEP
1B
:
Sch
oo
l Co
nte
xt
Inve
nto
ry
STEP
2:
Det
aile
d In
ven
tori
es f
or
Sele
cted
Do
mai
ns
25
Step
1A
: Pre
limin
ary
Inve
nto
ry
Sch
oo
l Le
ade
r U
nd
ers
tan
din
g an
d
Lear
nin
g Ta
rge
ts
(Do
mai
n)
Ke
y W
ord
s Em
erg
ing
Som
ew
hat
De
velo
pe
d
Mo
de
rate
ly D
eve
lop
ed
Su
bst
anti
ally
De
velo
pe
d
DO
MA
IN 1
:
Intr
ape
rso
nal
Li
tera
cy
(Se
lf-A
war
en
ess
an
d
Self
-Man
age
me
nt)
• Se
lf-a
war
enes
s o
f le
ader
ship
ab
iliti
es
• Se
lf-m
on
ito
rin
g
• Se
lf-m
od
ifyi
ng
(1A
) M
y se
lf-
awar
ene
ss o
f m
y p
erso
nal
lead
ersh
ip
abili
ties
is s
om
ewh
at
limit
ed, a
nd
I b
elie
ve I
wo
uld
ben
efit
fro
m
feed
bac
k fr
om
co
llegi
al
net
wo
rks
to in
form
my
self
-aw
aren
ess
; an
d I
bel
ieve
I w
ou
ld b
en
efit
fr
om
incr
ease
d m
on
ito
rin
g (a
nd
sel
f-m
od
ifyi
ng)
of
my
feel
ings
, th
ou
ghts
an
d
con
seq
ue
nce
s o
f ac
tio
ns
wh
ile le
adin
g.
(1A
) I h
ave
som
e se
lf-
awar
enes
s o
f m
y p
erso
nal
le
ader
ship
ab
iliti
es,
bu
t I
do
no
t re
gula
rly
use
fe
edb
ack
fro
m c
olle
gial
n
etw
ork
s to
info
rm t
his
se
lf-a
war
ene
ss; a
nd
I o
nly
o
ccas
ion
ally
(at
mo
st)
con
scio
usl
y m
on
ito
r (a
nd
se
lf-m
od
ify)
my
feel
ings
, th
ou
ghts
an
d
con
seq
ue
nce
s o
f ac
tio
ns
wh
ile le
adin
g.
(1A
) I h
ave
som
e se
lf-
awar
enes
s o
f m
y p
erso
nal
le
ader
ship
ab
iliti
es,
at
leas
t in
p
art
dev
elo
ped
th
rou
gh o
n-
goin
g fe
ed
bac
k fr
om
co
llegi
al
net
wo
rks;
an
d a
lth
ou
gh I
oft
en
con
scio
usl
y m
on
ito
r (a
nd
se
lf-
mo
dif
y) m
y fe
elin
gs, t
ho
ugh
ts
and
co
nse
qu
en
ces
of
acti
on
s w
hile
lead
ing,
I am
no
t ve
ry
con
sist
ent
in t
his
pra
ctic
e.
(1A
) I h
ave
a st
ron
g se
lf-
awar
enes
s o
f m
y p
erso
nal
le
ader
ship
ab
iliti
es,
at
leas
t in
par
t d
evel
op
ed t
hro
ugh
o
n-g
oin
g fe
ed
bac
k fr
om
co
llegi
al n
etw
ork
s; a
nd
I re
gula
rly
and
co
nsc
iou
sly
mo
nit
or
(an
d s
elf-
mo
dif
y) m
y fe
elin
gs, t
ho
ugh
ts a
nd
co
nse
qu
en
ces
of
acti
on
s w
hile
lead
ing.
• P
hilo
sop
hy
&
visi
on
of
lead
ing
a sc
ho
ol
• Se
lf-
man
agem
ent
• Se
lf-d
irec
tin
g •
“Wal
kin
g th
e ta
lk”
(1B
) M
y ge
ner
al p
hilo
sop
hy
and
vis
ion
of
lead
ing
a sc
ho
ol w
her
e al
l ch
ildre
n
lear
n (
stat
emen
t o
f id
eals
) is
sti
ll em
ergi
ng;
an
d I
hav
e n
ot
yet
had
su
bst
anti
ve
op
po
rtu
nit
ies
to b
e se
lf-
dir
ecti
ng
and
su
cces
sfu
lly
“wal
k th
e ta
lk”
(sel
f-m
anag
emen
t) a
nd
/or
the
op
po
rtu
nit
ies
I hav
e h
ad
hav
e m
et w
ith
lim
ite
d
succ
ess.
(1B
) I h
ave
a ge
ner
al
ph
iloso
ph
y an
d v
isio
n o
f le
adin
g a
sch
oo
l wh
ere
all
child
ren
lear
n (
stat
emen
t o
f id
eals
), b
ut
my
visi
on
co
uld
be
stre
ngt
he
ne
d
and
/or
refi
ned
; an
d I
wo
uld
ben
efit
fro
m
add
itio
nal
op
po
rtu
nit
ies
to
be
self
-dir
ecti
ng
and
p
ract
ice
succ
essf
ully
“w
alki
ng
the
talk
” (s
elf-
man
agem
ent)
.
(1B
) I h
ave
dev
elo
ped
a
ph
iloso
ph
y an
d v
isio
n o
f le
adin
g a
sch
oo
l wh
ere
all
child
ren
lear
n (
stat
emen
t o
f id
eals
), b
ut
hav
e n
ot
had
th
e su
ffic
ien
t o
pp
ort
un
itie
s to
be
self
-dir
ecti
ng
and
su
cces
sfu
lly
“wal
k th
e ta
lk”
(sel
f-m
anag
emen
t) in
my
curr
en
t sc
ho
ol,
or
a re
lati
vely
sim
ilar
sch
oo
l(s)
/set
tin
g(s)
.
(1B
) I h
ave
dev
elo
ped
a
ph
iloso
ph
y an
d v
isio
n o
f le
adin
g a
sch
oo
l wh
ere
all
child
ren
lear
n (
stat
emen
t o
f id
eals
), a
nd
hav
e su
cces
sfu
lly
bee
n a
ble
to
be
self
-dir
ecti
ng
and
“w
alk
the
talk
” (s
elf-
man
agem
ent)
in m
y cu
rre
nt
sch
oo
l, o
r a
rela
tive
ly s
imila
r sc
ho
ol(
s)/s
etti
ng(
s).
26
Step
1A
: Pre
limin
ary
Inve
nto
ry
Sch
oo
l Le
ade
r U
nd
ers
tan
din
g an
d
Lear
nin
g Ta
rge
ts
(Do
mai
n)
Ke
y W
ord
s Em
erg
ing
Som
ew
hat
De
velo
pe
d
Mo
de
rate
ly D
eve
lop
ed
Su
bst
anti
ally
De
velo
pe
d
DO
MA
IN 2
: In
terp
ers
on
al
Lite
racy
(U
nd
ers
tan
din
g an
d
De
velo
pin
g P
eo
ple
)
• U
nd
erst
and
ing
of
wh
at
mo
tiva
tes
beh
avio
rs &
p
rom
ote
s ch
ange
• M
ob
ilizi
ng
div
erse
in
div
idu
als
and
gr
ou
ps
(2A
) I b
elie
ve m
y kn
ow
led
ge a
nd
u
nd
erst
and
ing
of
wh
at
mo
tiva
tes
beh
avio
r an
d
shap
es
inte
ract
ion
s in
fir
st
and
sec
on
d o
rder
ch
ange
n
eed
to
be
stre
ngt
he
ned
in
ord
er t
o e
ffec
tive
ly
pro
mo
te a
po
siti
ve,
colla
bo
rati
ve le
arn
ing
cult
ure
an
d m
ob
ilize
a
vari
ety
of
ind
ivid
ual
s an
d
gro
up
s at
my
curr
ent
sch
oo
l.
(2A
) I h
ave
som
e kn
ow
led
ge a
nd
u
nd
erst
and
ing
of
wh
at
mo
tiva
tes
beh
avio
r an
d
shap
es
inte
ract
ion
s in
fir
st
and
sec
on
d o
rder
ch
ange
, b
ut
still
nee
d a
dd
itio
nal
kn
ow
led
ge a
nd
u
nd
erst
and
ing
in o
rder
to
ef
fect
ivel
y p
rom
ote
a
po
siti
ve, c
olla
bo
rati
ve
lear
nin
g cu
ltu
re a
nd
m
ob
ilize
a v
arie
ty o
f in
div
idu
als
and
gro
up
s at
m
y cu
rren
t sc
ho
ol.
(2A
) I h
ave
a re
lati
vely
so
lid
un
der
stan
din
g o
f w
hat
m
oti
vate
s b
ehav
ior
and
sh
ape
s in
tera
ctio
ns
in f
irst
an
d s
eco
nd
o
rder
ch
ange
, bu
t I b
elie
ve I
wo
uld
ben
efit
fro
m s
om
e ad
dit
ion
al k
no
wle
dge
an
d
un
der
stan
din
g sp
ecif
ic t
o m
y cu
rren
t co
nte
xt/s
etti
ng
in
ord
er t
o e
ffec
tive
ly p
rom
ote
a
po
siti
ve, c
olla
bo
rati
ve le
arn
ing
cult
ure
an
d m
ob
ilize
a v
arie
ty
of
ind
ivid
ual
s an
d g
rou
ps
at
my
curr
ent
sch
oo
l.
(2A
) I h
ave
a st
ron
g kn
ow
led
ge a
nd
u
nd
erst
and
ing
of
wh
at
mo
tiva
tes
beh
avio
r an
d
shap
es
inte
ract
ion
s in
fir
st
and
sec
on
d o
rder
ch
ange
, an
d I
bel
ieve
I ca
n e
ffec
tive
ly
app
ly t
his
kn
ow
led
ge a
nd
u
nd
erst
and
ing
to e
ffec
tive
ly
pro
mo
te a
po
siti
ve,
colla
bo
rati
ve le
arn
ing
cult
ure
an
d m
ob
ilize
a v
arie
ty o
f in
div
idu
als
and
gro
up
s in
my
curr
ent
sch
oo
l.
• Es
tab
lish
ing
no
rms
• B
uild
ing
reso
urc
efu
lne
ss
in o
ther
s •
Stre
ngt
hen
ing
inte
rper
son
al
skill
s
• D
evel
op
ing
situ
atio
nal
aw
aren
ess
(2B
) M
y sk
ills
and
pas
t ex
per
ien
ce(s
) es
tab
lish
ing
no
rms
and
re
spo
nsi
bili
tie
s,
bu
ildin
g re
sou
rcef
uln
ess
in
oth
ers
(e.g
., c
oac
hin
g,
pro
ble
m r
eso
lvin
g,
con
sen
sus-
bu
ildin
g),
stre
ngt
he
nin
g in
terp
erso
nal
ski
lls, a
nd
d
evel
op
ing
situ
atio
nal
aw
aren
ess
are
rela
tive
ly
limit
ed a
nd
/or
pas
t ef
fort
s h
ave
no
t b
een
ver
y ef
fect
ive.
(2B
) I h
ave
som
e sk
ills
and
p
ast
exp
erie
nce
(s)
esta
blis
hin
g n
orm
s an
d
resp
on
sib
iliti
es,
bu
ildin
g re
sou
rcef
uln
ess
in o
ther
s (e
.g.,
co
ach
ing,
pro
ble
m
reso
lvin
g, c
on
sen
sus-
bu
ildin
g), s
tren
gth
en
ing
inte
rper
son
al s
kills
, an
d
dev
elo
pin
g si
tuat
ion
al
awar
enes
s, b
ut
I hav
e n
ot
had
su
ffic
ien
t o
pp
ort
un
itie
s to
im
ple
me
nt
thes
e sk
ills
and
/or
my
pre
vio
us
effo
rts
hav
e m
et w
ith
mix
ed
resu
lts.
(2B
) I h
ave
man
y sk
ills
and
pas
t ex
per
ien
ce(s
) es
tab
lish
ing
no
rms
and
re
spo
nsi
bili
tie
s,
bu
ildin
g re
sou
rcef
uln
ess
in
oth
ers
(e.g
., c
oac
hin
g, p
rob
lem
re
solv
ing,
co
nse
nsu
s-b
uild
ing)
, st
ren
gth
en
ing
inte
rper
son
al
skill
s, a
nd
dev
elo
pin
g si
tuat
ion
al a
war
en
ess,
bu
t I
bel
ieve
I n
eed
so
me
add
itio
nal
sk
ills
and
/or
pra
ctic
e to
ad
apt
my
pri
or
exp
erie
nce
s to
th
e cu
rren
t co
nte
xt/s
etti
ng.
(2B
) I h
ave
stro
ng
skill
s an
d
pas
t e
xper
ien
ce(s
) es
tab
lish
ing
no
rms
and
re
spo
nsi
bili
tie
s, b
uild
ing
reso
urc
efu
lne
ss in
oth
ers
(e.g
., c
oac
hin
g, p
rob
lem
re
solv
ing,
co
nse
nsu
s-b
uild
ing)
, str
engt
he
nin
g in
terp
erso
nal
ski
lls, a
nd
d
evel
op
ing
situ
atio
nal
aw
aren
ess;
an
d h
ave
succ
essf
ully
imp
lem
en
ted
th
ese
pra
ctic
es in
my
curr
en
t sc
ho
ol,
or
a re
lati
vely
sim
ilar
sch
oo
l(s)
/set
tin
g(s)
.
27
Step
1A
: Pre
limin
ary
Inve
nto
ry
Sch
oo
l Le
ade
r U
nd
ers
tan
din
g an
d
Lear
nin
g Ta
rge
ts
(Do
mai
n)
Ke
y W
ord
s Em
erg
ing
Som
ew
hat
De
velo
pe
d
Mo
de
rate
ly D
eve
lop
ed
Su
bst
anti
ally
De
velo
pe
d
DO
MA
IN 3
:
Inst
ruct
ion
al a
nd
A
sse
ssm
en
t Li
tera
cy
(Man
agin
g th
e
Teac
hin
g an
d
Lear
nin
g P
rogr
am)
Kn
ow
led
ge &
u
nd
erst
and
ing
of:
• Ef
fect
ive
inst
ruct
ion
al
pra
ctic
es
• St
and
ard
s-b
ased
tea
chin
g an
d le
arn
ing,
• C
urr
icu
lum
al
ign
me
nt
• A
sse
ssm
en
t p
roce
sses
• A
cco
un
tab
ility
sy
stem
s
(3A
) I b
elie
ve m
y kn
ow
led
ge a
nd
u
nd
erst
and
ing
rela
ted
to
ef
fect
ivel
y m
anag
ing
the
teac
hin
g an
d le
arn
ing
pro
gram
at
my
curr
ent
sch
oo
l nee
d t
o b
e st
ren
gth
en
ed
in s
ever
al o
f th
e fo
llow
ing
area
s:
effe
ctiv
e in
stru
ctio
nal
p
ract
ices
, sta
nd
ard
s-b
ased
te
ach
ing
and
lear
nin
g,
curr
icu
lum
alig
nm
ent,
as
sess
men
t p
roce
sse
s, a
nd
ac
cou
nta
bili
ty s
yste
ms.
(3A
) I h
ave
som
e o
f th
e kn
ow
led
ge a
nd
u
nd
erst
and
ing
nee
ded
to
ef
fect
ivel
y m
anag
e th
e te
ach
ing
and
lear
nin
g p
rogr
am a
t m
y cu
rren
t sc
ho
ol,
bu
t st
ill n
eed
ad
dit
ion
al k
no
wle
dge
an
d
un
der
stan
din
g re
late
d t
o
on
e o
r m
ore
of
the
follo
win
g ar
eas:
eff
ecti
ve
inst
ruct
ion
al p
ract
ice
s,
stan
dar
ds-
bas
ed t
each
ing
and
lear
nin
g, c
urr
icu
lum
al
ign
me
nt,
ass
ess
me
nt
pro
cess
es, a
nd
ac
cou
nta
bili
ty s
yste
ms.
(3A
) I h
ave
mo
st o
f th
e kn
ow
led
ge a
nd
un
de
rsta
nd
ing
of
effe
ctiv
e in
stru
ctio
nal
p
ract
ices
, sta
nd
ard
s-b
ased
te
ach
ing
and
lear
nin
g,
curr
icu
lum
alig
nm
ent,
as
sess
men
t p
roce
sse
s, a
nd
ac
cou
nta
bili
ty s
yste
ms
nee
ded
to
man
age
the
teac
hin
g an
d
lear
nin
g p
rogr
am a
t m
y cu
rren
t sc
ho
ol,
bu
t n
eed
so
me
add
itio
nal
kn
ow
led
ge a
nd
in
form
atio
n s
pec
ific
to
my
curr
ent
con
text
/set
tin
g.
(3A
) I h
ave
a st
ron
g kn
ow
led
ge a
nd
u
nd
erst
and
ing
of
effe
ctiv
e in
stru
ctio
nal
pra
ctic
es,
st
and
ard
s-b
ased
tea
chin
g an
d le
arn
ing,
cu
rric
ulu
m
alig
nm
en
t, a
sse
ssm
en
t p
roce
sses
, an
d
acco
un
tab
ility
sys
tem
s n
eed
ed t
o m
anag
e th
e te
ach
ing
and
lear
nin
g p
rogr
am a
t m
y cu
rren
t sc
ho
ol.
• U
sin
g ap
pro
pri
ate
inst
ruct
ion
al
too
ls &
st
rate
gies
(3B
) M
y sk
ills
and
pas
t ex
per
ien
ce(s
) u
sin
g ap
pro
pri
ate
too
ls a
nd
st
rate
gies
(e.
g.,
ob
serv
atio
n p
roto
cols
, co
ach
ing
con
vers
atio
ns,
as
sess
men
t d
ata,
fee
db
ack
mea
sure
s) t
o p
rom
ote
ef
fect
ive
inst
ruct
ion
al
pra
ctic
es a
nd
imp
rove
st
ud
ent
per
form
ance
are
re
lati
vely
lim
ite
d a
nd
/or
pas
t ef
fort
s h
ave
no
t b
een
ve
ry e
ffec
tive
.
(3B
) I h
ave
som
e sk
ills
and
p
ast
exp
erie
nce
(s)
usi
ng
app
rop
riat
e to
ols
an
d
stra
tegi
es (
e.g.
, o
bse
rvat
ion
pro
toco
ls,
coac
hin
g co
nve
rsat
ion
s,
asse
ssm
ent
dat
a, f
eed
bac
k m
easu
res)
to
pro
mo
te
effe
ctiv
e in
stru
ctio
nal
p
ract
ices
an
d im
pro
ve
stu
den
t p
erfo
rman
ce, b
ut
I h
ave
no
t h
ad s
uff
icie
nt
op
po
rtu
nit
ies
to
imp
lem
en
t th
ese
skill
s an
d/o
r m
y p
revi
ou
s ef
fort
s h
ave
met
wit
h m
ixed
re
sult
s.
(3B
) I h
ave
man
y sk
ills
and
pas
t ex
per
ien
ce(s
) u
sin
g ap
pro
pri
ate
too
ls a
nd
st
rate
gies
(e.
g., o
bse
rvat
ion
p
roto
cols
, co
ach
ing
con
vers
atio
ns,
ass
essm
en
t d
ata,
fee
db
ack
mea
sure
s) t
o
pro
mo
te e
ffec
tive
inst
ruct
ion
al
pra
ctic
es a
nd
imp
rove
stu
den
t p
erfo
rman
ce, b
ut
nee
d s
om
e ad
dit
ion
al s
kills
an
d/o
r p
ract
ice
to a
dap
t m
y p
rio
r ex
per
ien
ces
to t
he
curr
en
t co
nte
xt/s
etti
ng.
(3B
) I h
ave
stro
ng
skill
s an
d
pas
t e
xper
ien
ce(s
) su
cces
sfu
lly u
sin
g ap
pro
pri
ate
too
ls a
nd
st
rate
gies
(e.
g., o
bse
rvat
ion
p
roto
cols
, co
ach
ing
con
vers
atio
ns,
ass
essm
en
t d
ata,
fee
db
ack
mea
sure
s) t
o
pro
mo
te e
ffec
tive
in
stru
ctio
nal
pra
ctic
es
and
im
pro
ve s
tud
ent
per
form
ance
in m
y cu
rren
t sc
ho
ol,
or
a re
lati
vely
sim
ilar
sch
oo
l(s)
/set
tin
g(s)
.
28
Step
1A
: Pre
limin
ary
Inve
nto
ry
Sch
oo
l Le
ade
r U
nd
ers
tan
din
g an
d
Lear
nin
g Ta
rge
ts
(Do
mai
n)
Ke
y W
ord
s Em
erg
ing
Som
ew
hat
De
velo
pe
d
Mo
de
rate
ly D
eve
lop
ed
Su
bst
anti
ally
De
velo
pe
d
DO
MA
IN 4
: O
rgan
izat
ion
al
Lite
racy
(R
ed
esi
gnin
g th
e
Org
aniz
atio
n)
• B
uild
ing
shar
ed
visi
on
• Es
tab
lish
ing
colla
bo
rati
ve
lear
nin
g cu
ltu
re
• Sh
are
d
lead
ersh
ip
(4A
) M
y sk
ills
and
pas
t ex
per
ien
ce(s
) b
uild
ing
a sh
are
d v
isio
n a
nd
es
tab
lish
ing
a p
osi
tive
, co
llab
ora
tive
lear
nin
g cu
ltu
re t
hro
ugh
sh
ared
le
ader
ship
are
re
lati
vely
lim
ited
an
d/o
r p
ast
effo
rts
hav
e n
ot
be
en v
ery
effe
ctiv
e.
(4A
) I h
ave
som
e o
f th
e sk
ills
and
pas
t e
xper
ien
ces
nee
ded
to
bu
ild a
sh
are
d
visi
on
an
d e
stab
lish
a
po
siti
ve, c
olla
bo
rati
ve
lear
nin
g cu
ltu
re t
hro
ugh
sh
are
d le
ader
ship
, bu
t I
hav
e n
ot
had
su
ffic
ien
t o
pp
ort
un
itie
s to
im
ple
me
nt
thes
e sk
ills
and
/or
my
pre
vio
us
effo
rts
hav
e m
et w
ith
mix
ed
resu
lts.
(4A
) I h
ave
man
y sk
ills
and
p
ast
exp
erie
nce
(s)
bu
ildin
g a
shar
ed
vis
ion
an
d e
stab
lish
ing
a p
osi
tive
, co
llab
ora
tive
le
arn
ing
cult
ure
th
rou
gh
shar
ed
lead
ersh
ip, b
ut
my
exp
erie
nce
/bac
kgro
un
d w
as in
a
sch
oo
l/se
ttin
g th
at d
iffe
red
si
gnif
ican
tly
fro
m m
y cu
rren
t sc
ho
ol/
sett
ing.
(4A
) I h
ave
stro
ng
skill
s an
d
pas
t e
xper
ien
ce(s
) su
cces
sfu
lly b
uild
ing
a sh
are
d v
isio
n a
nd
es
tab
lish
ing
a p
osi
tive
, co
llab
ora
tive
lear
nin
g cu
ltu
re
thro
ugh
sh
are
d le
ader
ship
in
my
curr
ent
sch
oo
l, o
r a
rela
tive
ly s
imila
r sc
ho
ol(
s)/s
etti
ng(
s).
• P
lan
ch
ange
&
set
dir
ecti
on
b
ased
on
dat
a
(4B
) I b
elie
ve m
y kn
ow
led
ge, s
kills
an
d/o
r se
lf-e
ffic
acy
nee
d t
o b
e st
ren
gth
en
ed
in o
rder
to
m
ost
eff
ecti
vely
an
d
effi
cien
tly
pla
n c
han
ge a
nd
se
t d
irec
tio
n(s
) b
ased
up
on
d
ata-
bas
ed
evi
den
ce a
nd
re
sear
ch f
or
my
curr
en
t sc
ho
ol.
(4B
) I h
ave
som
e o
f th
e kn
ow
led
ge, s
kills
an
d/o
r se
lf-e
ffic
acy
nee
ded
to
p
lan
ch
ange
an
d s
et
dir
ecti
on
(s)
for
my
curr
ent
sch
oo
l, b
ut
ther
e ar
e im
po
rtan
t sk
ills
I sti
ll n
eed
to
lear
n/p
ract
ice
to m
ost
ef
fect
ivel
y an
d e
ffic
ien
tly
pla
n c
han
ge a
nd
set
d
irec
tio
n(s
) b
ased
on
dat
a.
(4B
) I h
ave
mo
st o
f th
e kn
ow
led
ge, s
kills
an
d s
elf-
effi
cacy
nee
de
d t
o p
lan
ch
ange
an
d s
et d
irec
tio
n(s
) b
ase
d
up
on
dat
a-b
ased
evi
den
ce a
nd
re
sear
ch f
or
my
curr
en
t sc
ho
ol,
bu
t n
eed
so
me
add
itio
nal
ski
lls a
nd
/or
pra
ctic
e to
ad
apt
my
pri
or
exp
erie
nce
s to
th
e cu
rre
nt
con
text
/set
tin
g.
(4B
) I h
ave
the
stro
ng
kno
wle
dge
, ski
lls, s
elf-
effi
cacy
an
d p
ast
exp
erie
nce
(s)
pla
nn
ing
chan
ge a
nd
se
ttin
g d
irec
tio
n(s
) b
ased
up
on
d
ata-
bas
ed
evi
den
ce a
nd
re
sear
ch in
my
curr
en
t sc
ho
ol,
or
a re
lati
vely
sim
ilar
sch
oo
l(s)
/set
tin
g(s)
.
29
Pro
fess
ion
al G
row
th S
yst
em
Ste
p 1
B:
Sch
oo
l C
on
text
In
ven
tory
Init
iall
y d
evel
op
ed b
y t
he
Cen
ter
for
Ev
alu
atio
n a
nd
Ed
uca
tio
n P
oli
cy (
CE
EP
) at
In
dia
na
Un
iver
sity
fo
r th
e
Ala
ska
Ad
min
istr
ato
r C
oac
hin
g P
rog
ram
, Au
gu
st 2
011.
ww
w.c
eep
.in
dia
na.
edu
30
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 2
Pro
fess
ion
al G
row
th S
yste
m (
PG
S)
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
In S
tep
1A
of
the
Pro
fess
ion
al G
row
th S
yste
m (
PG
S) p
roce
ss y
ou
wer
e as
ked
to
exa
min
e yo
ur
curr
ent
stat
e o
f p
erso
nal
dev
elo
pm
ent
for
each
of
the
fou
r (4
)
pri
mar
y d
om
ain
s:
Do
mai
n 1
: In
trap
erso
nal
Lit
erac
y (S
elf-
Aw
aren
ess
an
d S
elf-
Man
agem
ent)
D
om
ain
2:
Inte
rper
son
al L
iter
acy
(Un
der
stan
din
g an
d D
evel
op
ing
Peo
ple
) D
om
ain
3: I
nst
ruct
ion
al a
nd
Ass
essm
ent
Lite
racy
(M
anag
ing
the
Teac
hin
g an
d L
earn
ing
Pro
gram
) D
om
ain
4:
Org
aniz
atio
nal
Lit
era
cy (
Red
esi
gnin
g th
e O
rgan
izat
ion
)
In d
eter
min
ing
pro
fess
ion
al g
row
th g
oal
s, it
is a
lso
imp
ort
ant
to t
ake
into
acc
ou
nt
you
r cu
rren
t sc
ho
ol c
on
text
to
hel
p d
eter
min
e th
ose
issu
es a
nd
/or
nee
ds
that
are
mo
st c
riti
cal a
nd
tim
ely
fo
r yo
ur
par
ticu
lar
sch
oo
l. T
her
efo
re, S
tep
1B
in t
he
PG
S p
roce
ss is
to
mo
re c
lose
ly e
xam
ine
you
r cu
rren
t sc
ho
ol c
on
text
spec
ific
ally
in t
erm
s o
f In
stru
ctio
nal
an
d A
sses
smen
t Li
tera
cy (
Do
mai
n 3
) an
d O
rgan
izat
ion
al L
iter
acy
(Do
mai
n 4
). T
his
inve
nto
ry w
ill h
elp
yo
u (
in c
olla
bo
rati
on
wit
h y
ou
r co
ach
) to
mo
re n
arro
wly
fo
cus
you
r p
rofe
ssio
nal
gro
wth
pla
n.
The
dat
a ga
ther
ed t
hro
ugh
Ste
p 1
A (
Pre
limin
ary
Per
son
al In
ven
tory
), w
hen
co
mb
ined
wit
h t
he
dat
a ga
ther
ed a
s p
art
of
Step
1B
(Sc
ho
ol C
on
text
Inve
nto
ry),
will
hel
p y
ou
an
d y
ou
r co
ach
to
wo
rk t
oge
ther
to
det
erm
ine
wh
ich
sp
ecif
ic d
om
ain
s to
focu
s o
n f
or
Step
2 (
Det
aile
d In
ven
tori
es
for
Sele
cted
Do
mai
ns)
of
this
pro
cess
.
Inst
ruct
ion
s:
For
eac
h o
f th
e ca
tego
rie
s an
d in
ven
tory
ite
ms,
fir
st c
om
ple
te o
nly
Co
lum
n A
by
circ
ling
the
nu
mb
er
that
be
st r
ep
rese
nts
th
e c
urr
ent
stat
us
of
eac
h r
esp
ect
ive
issu
e o
r n
ee
d f
rom
1 (
no
t at
all,
or
very
we
ak)
to 5
(ve
ry s
tro
ng)
. N
ext
, co
mp
lete
Co
lum
n B
fo
r ea
ch in
ven
tory
item
by
pla
cin
g an
“X
” in
th
e
colu
mn
if y
ou
rat
ed
th
e c
urr
ent
stat
us
or
ne
ed
(C
olu
mn
A)
as 3
or
low
er
(i.e
., 1
, 2, o
r 3
). F
inal
ly, f
or
eac
h o
f th
e it
em
s w
ith
an
“X
” in
Co
lum
n B
, co
mp
lete
colu
mn
C b
y ci
rclin
g th
e n
um
be
r th
at b
est
re
pre
sen
ts t
he
curr
en
t im
po
rtan
ce/t
ime
line
ss o
f e
ach
re
spe
ctiv
e is
sue
or
ne
ed
fro
m 1
(n
ot
very
cri
tica
l/u
rge
nt)
to
5 (
very
cri
tica
l/u
rge
nt)
.
NO
TE:
Wh
ene
ver
po
ssib
le, p
leas
e ga
ther
info
rmat
ion
an
d f
orm
ativ
e fe
edb
ack
(fo
rmal
an
d in
form
al)
for
you
r sc
ori
ng
dec
isio
ns
that
yo
u c
an s
har
e w
ith
yo
ur
coac
h.
STEP
1A
:
Pre
limin
ary
Per
son
al
Inve
nto
ry
STEP
1B
:
Sch
oo
l Co
nte
xt
Inve
nto
ry
STEP
2:
Det
aile
d In
ven
tori
es f
or
Sele
cted
Do
mai
ns
31
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 3
DO
MA
IN 3
: In
stru
ctio
nal
an
d A
sses
sme
nt
Lite
racy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
Inst
ruct
ion
al
Res
ou
rces
/Mat
eri
als
(1)
Teac
her
s ar
e p
rovi
ded
wit
h s
tro
ng
inst
ruct
ion
al r
eso
urc
es a
nd
mat
eria
ls t
hat
ar
e al
ign
ed w
ith
th
e cu
rric
ulu
m a
nd
st
and
ard
s.
1
2
3
4
5
1
2
3
4
5
Hig
h Q
ual
ity
Inst
ruct
ion
al S
taff
(2
) Th
e in
stru
ctio
nal
pro
gram
is s
taff
ed w
ith
h
igh
qu
alit
y te
ach
ers
and
oth
er s
taff
co
mm
itte
d t
o s
tud
ent
lear
nin
g.
1
2
3
4
5
1
2
3
4
5
Per
cep
tio
ns
of
Pri
nci
pal
as
Inst
ruct
ion
al L
ead
er
(3)
Teac
her
s vi
ew t
he
pri
nci
pal
as
an
inst
ruct
ion
al le
ader
. 1
2
3
4
5
1
2
3
4
5
Effe
ctiv
e in
stru
ctio
nal
p
ract
ices
(4)
Teac
her
s an
d in
stru
ctio
nal
sta
ff
un
der
stan
d a
nd
imp
lem
ent
eff
ecti
ve
inst
ruct
ion
al p
ract
ices
.
1
2
3
4
5
1
2
3
4
5
Cu
rric
ula
r al
ign
men
t (5
) In
stru
ctio
nal
pra
ctic
es a
nd
cu
rric
ulu
m a
re
we
ll-al
ign
ed.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
32
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 4
DO
MA
IN 3
: In
stru
ctio
nal
an
d A
sses
sme
nt
Lite
racy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
Stan
dar
ds-
Bas
ed
Teac
hin
g an
d
Lear
nin
g
(6)
Cle
ar a
nd
res
earc
h-b
ased
sta
nd
ard
s fo
r in
stru
ctio
nal
pra
ctic
e h
ave
bee
n
esta
blis
hed
.
1
2
3
4
5
1
2
3
4
5
Ass
essm
ent
&
Acc
ou
nta
bili
ty:
Mo
nit
ori
ng
Stru
ctu
res
&
Pro
cess
es
(7)
Ther
e ar
e w
ell-
esta
blis
hed
an
d e
ffec
tive
st
ruct
ure
s an
d p
roce
sses
in p
lace
to
m
on
ito
r th
e p
rogr
ess
of
stu
den
ts,
teac
her
s an
d t
he
sch
oo
l (in
clu
din
g m
on
ito
rin
g te
ach
ers
wo
rk in
th
e cl
assr
oo
m).
1
2
3
4
5
1
2
3
4
5
Ass
essm
ent
&
Acc
ou
nta
bili
ty:
Mu
ltip
le M
easu
res
(8)
Mu
ltip
le m
easu
res
alig
ned
wit
h t
he
stan
dar
ds
and
gra
de
leve
l exp
ecta
tio
ns
are
use
d t
o m
on
ito
r th
e p
rogr
ess
of
stu
den
ts.
1
2
3
4
5
1
2
3
4
5
Ass
essm
ent
&
Acc
ou
nta
bili
ty:
Lon
gitu
din
al D
ata
(9)
Ass
essm
ent
and
acc
ou
nta
bili
ty s
yste
ms
incl
ud
e lo
ngi
tud
inal
stu
den
t d
ata.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
33
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 5
34
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 6
DO
MA
IN 4
: O
rgan
izat
ion
al L
iter
acy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
SCH
OO
L C
ULT
UR
E C
olla
bo
rati
ve
Lear
nin
g C
ult
ure
(1
0) T
he
sch
oo
l has
a w
ell-
esta
blis
hed
an
d
po
siti
ve c
olla
bo
rati
ve le
arn
ing
cult
ure
.
1
2
3
4
5
1
2
3
4
5
Teac
her
C
olla
bo
rati
on
(1
1) T
her
e ar
e es
tab
lish
ed s
tru
ctu
res
and
o
pp
ort
un
itie
s th
at e
nco
ura
ge t
eac
her
s to
co
llab
ora
te.
1
2
3
4
5
1
2
3
4
5
Org
aniz
atio
nal
Tru
st
(12
) Te
ach
ers
and
co
mm
un
ity
mem
ber
s tr
ust
th
e d
ecis
ion
-mak
ing
cap
acit
y o
f th
e p
rin
cip
al.
1
2
3
4
5
1
2
3
4
5
Shar
ed N
orm
s (1
3) T
her
e ar
e w
ell-
esta
blis
hed
, po
siti
ve
no
rms.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
35
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 7
DO
MA
IN 4
: O
rgan
izat
ion
al L
iter
acy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
Op
enn
ess
to C
han
ge
(14
) Te
ach
ers
and
inst
ruct
ion
al s
taff
are
o
pen
/will
ing
to s
eco
nd
ord
er c
han
ge if
n
eed
ed t
o im
pro
ve s
tud
ent
lear
nin
g an
d
ach
ieve
men
t.
1
2
3
4
5
1
2
3
4
5
PA
REN
T/C
OM
MU
NIT
Y R
ELA
TIO
NSH
IPS
Par
ent
Re
lati
on
ship
s &
Invo
lvem
ent
(15
) Po
siti
ve/p
rod
uct
ive
rela
tio
nsh
ips
hav
e b
een
est
ablis
hed
wit
h f
amili
es; p
aren
tal
invo
lvem
ent
in s
tud
ent
lear
nin
g is
su
pp
ort
ed.
1
2
3
4
5
1
2
3
4
5
Co
mm
un
ity
Sup
po
rt
(16
) Th
e sc
ho
ol i
s co
nn
ecte
d t
o t
he
wid
er
com
mu
nit
y; t
her
e is
str
on
g co
mm
un
ity
sup
po
rt f
or
sch
oo
l im
pro
vem
ent
eff
ort
s.
1
2
3
4
5
1
2
3
4
5
SCH
OO
L V
ISIO
N/G
OA
LS
Shar
ed v
isio
n
(17
) Th
e sc
ho
ol h
as a
str
on
g, s
har
ed v
isio
n
focu
sed
on
go
als
for
stu
den
t le
arn
ing
and
ac
hie
vem
ent.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
36
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 8
DO
MA
IN 4
: O
rgan
izat
ion
al L
iter
acy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
Hig
h e
xpec
tati
on
s (1
8) T
he
pri
nci
pal
an
d t
each
ers
shar
e h
igh
p
erfo
rman
ce e
xpec
tati
on
s fo
r st
ud
ent
lear
nin
g an
d a
chie
vem
ent.
1
2
3
4
5
1
2
3
4
5
Imp
rove
men
t-p
lan
nin
g fo
cus
(19
) Th
e sc
ho
ol h
as a
str
on
g, w
ell-
esta
blis
hed
, re
sear
ch-b
ased
im
pro
vem
ent
pla
nn
ing
pro
cess
.
1
2
3
4
5
1
2
3
4
5
Sch
oo
l Mis
sio
n
(20
) Th
e sc
ho
ol h
as a
mea
sura
ble
, mea
nin
gfu
l an
d w
ell a
rtic
ula
ted
mis
sio
n s
tate
men
t th
at is
fam
iliar
to
an
d u
nd
erst
oo
d b
y al
l m
emb
ers
of
the
sch
oo
l co
mm
un
ity.
1
2
3
4
5
1
2
3
4
5
LEA
DER
SHIP
AN
D D
ECIS
ION
-MA
KIN
G
Dat
a-in
form
ed
dec
isio
n-m
akin
g (2
1)
Sch
oo
l-w
ide
dec
isio
ns
at t
he
pri
nci
pal
an
d
teac
her
leve
ls a
re in
form
ed b
y d
ata.
1
2
3
4
5
1
2
3
4
5
Shar
ed L
ead
ersh
ip
(22
) Th
e p
rin
cip
als
and
tea
cher
s sh
are
lead
ersh
ip a
nd
wo
rk t
oge
ther
to
imp
rove
th
eir
pra
ctic
e an
d s
tud
ent
lear
nin
g.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
37
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 9
DO
MA
IN 4
: O
rgan
izat
ion
al L
iter
acy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
TEA
CH
ERS
Teac
her
Pro
f.
Dev
elo
pm
ent:
Su
pp
ort
(23
) Te
ach
ers
feel
su
pp
ort
ed a
nd
en
cou
rage
d
in m
eeti
ng
thei
r p
rofe
ssio
nal
dev
elo
pm
ent
nee
ds/
goal
s.
1
2
3
4
5
1
2
3
4
5
Teac
her
Pro
f.
Dev
elo
pm
ent:
A
lign
men
t
(24
) Te
ach
er p
rofe
ssio
nal
dev
elo
pm
ent
goal
s ar
e al
ign
ed w
ith
sch
oo
l vis
ion
/go
als.
1
2
3
4
5
1
2
3
4
5
Teac
her
Inte
llect
ual
St
imu
lati
on
(2
5) T
eac
her
s fe
el in
telle
ctu
ally
sti
mu
late
d.
1
2
3
4
5
1
2
3
4
5
Teac
her
Inte
llect
ual
Su
pp
ort
(2
6) T
eac
her
s fe
el in
telle
ctu
ally
su
pp
ort
ed.
1
2
3
4
5
1
2
3
4
5
Teac
her
Fee
ling
Val
ued
(2
7)
Teac
her
s fe
el v
alu
ed f
or
thei
r e
xper
tise
.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
38
Step
1B
: Sc
ho
ol C
on
text
Inve
nto
ry
pag
e 1
0
DO
MA
IN 4
: O
rgan
izat
ion
al L
iter
acy
C
olu
mn
A
C
olu
mn
B
C
olu
mn
C
Cu
rre
nt
Stat
us
of
Issu
e o
r N
ee
d
If <
3
the
n…
…an
d
com
ple
te
the
co
lum
n
to t
he
ri
ght.
Imp
ort
ance
/Tim
elin
ess
of
Issu
e o
r N
ee
d
Teac
her
co
mm
itm
ent
to
stan
dar
ds-
bas
ed
teac
hin
g &
lear
nin
g
(28
) Te
ach
ers
are
com
mit
ted
to
sta
nd
ard
s-b
ased
te
ach
ing
and
lear
nin
g.
1
2
3
4
5
1
2
3
4
5
Ve
ry S
tro
ng
Ve
ry
crit
ical
/urg
en
t
No
t ve
ry
crit
ical
/urg
en
t N
ot
at a
ll/
Ve
ry W
eak
39
1900 East Tenth Street Bloomington, Indiana 47406-7512
Indiana University School of Education
April 2, 2015
(812) 855-4438 ceep.indiana.edu
The Impact of the Alaska Administrator Coaching Project
(AACP): Executive Summary
The data from the annual participant surveys (2011-12 through 2014-15), the 2015 survey of all past and
current participants (2007-2015), the in-depth case studies (2005-06 through 2009-10) and the
Professional Growth System pre-post surveys (2011-2013) collectively provide consistent and compelling
evidence of the AACP’s impact on both more immediate, short-term outcomes as well as longer-term
outcomes. The table below highlights key findings related to each of these outcomes.
Short-term
Outcomes
Increase key
leadership
skills
85% of AACP participants agreed or strongly agreed that
AACP positively impacted their intrapersonal leadership
skills (2 % disagreed and 13% unsure)
78% of AACP participants agreed or strongly agreed that AACP
positively impacted their interpersonal leadership skills (7 % disagreed
and 15% unsure)
72% of AACP participants agreed or strongly agreed that AACP
positively impacted their instructional and assessment leadership skills
(3% disagreed and 25% unsure)
73% of AACP participants agreed or strongly agreed that AACP
positively impacted their organizational development leadership skills
(3% disagreed and 24% unsure)
Increase
networks &
support
78% of AACP participants agreed or strongly agreed that AACP
positively impacted their collegial relationships with other principals
(7% disagreed and 15% unsure).
62% of AACP participants specifically noted the impact and importance
of networking and support from both coaches and fellow AACP
principals in response to an open-ended question, “In what ways (if any)
did your participation in the ACCP impact you?”
Intermediate
Outcomes
Increase key
practices
critical to
school
success
95% of AACP participants agreed or strongly agreed that their
participation in the AACP positively impacted each of the five key areas
identified by the Wallace Foundation (i.e., shaping a school-wide vision,
creating a climate hospitable to education, cultivating leadership in
others, improving instruction, and managing people, data and processes)
Increase
teacher
performance
93% of AACP participants agreed or strongly agreed that their
participation in the AACP positively impacted teacher performance
Long-term
Outcomes
Increase
student
performance
91% of AACP participants agreed or strongly agreed that their
participation in the AACP positively impact student performance (e.g.,
student attendance, student graduation rates, student engagement,
academic achievement)
Increase
principal
retention
85% of AACP participants agreed or strongly agreed that their
participation in AACP positively impacted their retention at the school
where they were working during AACP participation and their overall
retention in the field
The data noted in the table are supported by additional quantitative and qualitative evidence described in
the full report. Collectively, these data illustrate the overall effectiveness of the AACP leadership
development and mentoring program for early career principals. These data allow policy and program
decision makers to go beyond a simple consideration of the innumerous powerful commendations and
40
1900 East Tenth Street Bloomington, Indiana 47406-7512
Indiana University School of Education
April 2, 2015
(812) 855-4438 ceep.indiana.edu
testimonials that are available from past AACP participants to an examination of the comprehensive
analyses of what is known about the impact and effectiveness of the AACP.
Other Key Findings
Without the AACP or a similar program, many early career principals are likely to feel
unprepared for their role as a principal. The need for a leadership development and mentoring
program such as the AACP is highlighted by the fact that 40% of all past and current AACP
participants did not feel adequately prepared to implement key practices critical to success as a
principal prior to their participation in the AACP (Wallace Foundation, 2013).
AACP participants attribute the largest percentage of their leadership skills to their participation
in the leadership development and mentoring program. Early career principals attribute 40% of
intrapersonal skills, 40% of interpersonal skills, 51% of instructional and assessment skills and 42% of
organizational development skills directly to their participation in the AACP. In contrast, less than 15%
of all AACP participants attributed intrapersonal, interpersonal, instructional/assessment or
organizational development skills to their participation in a university preparation program.
AACP is consistently lauded by participating principals for its critical role in helping early career
principals achieve success. Examples of comments include:
AACP is an exceptional program and is the single greatest contributor to my professional growth
as a principal!
The AACP was probably the most powerful training I've ever been privileged to experience in my
life. This training should be required for anyone that is involved in the administration of public
schools.
There is no other position that has greater influence on a school than the principal and there is
no other training that has influenced me more than AACP.
THE best, most relevant & most timely professional development I have EVER participated in
was the AACP.
Past AACP participants strongly believe in the need to continue funding for the program.
Examples of comments (even though the survey did not specifically solicit feedback related to
program funding) include:
The funding necessary to support this program is well worth the investment to the State of
Alaska! Several of my colleagues from the coaching project have moved "up" or continue to be
award winning principals, which in turn means award winning students and schools! This is an
amazing program! It would be a travesty to cut something so valuable.
An awesome program that needs to be funded by the state of Alaska.
Although I realize funding is being cut statewide in education as well as other areas, this
program has had the most positive effect on increasing my knowledge base, providing me with
resources as well as networking with other principals. Cutting this program would have a very
negative affect on individuals as well as schools and of course students.
41
Mentoring Resources
Used With
Superintendents
42
Sup
erin
ten
den
t P
lan
nin
g O
verv
iew
Sup
erin
ten
den
t _
____
___
____
__
___
___
____
M
ento
r _
____
___
___
___
____
___
___
Dat
e __
___
___
___
__
The
Cen
ter
for
Eval
uat
ion
an
d E
du
cati
on
Po
licy
(CEE
P)
at In
dia
na
Un
iver
sity
dev
elo
ped
th
e Su
per
inte
nd
ent
Pla
nn
ing
Ru
bri
c. C
EEP
did
an
ext
ensi
ve li
tera
ture
rev
iew
an
d d
evel
op
ed a
do
cum
ent
enti
tled
Su
cces
sfu
l
Sup
erin
ten
den
cy t
hat
iden
tifi
ed t
he
five
lead
ersh
ip d
om
ain
s fo
r th
e Su
pe
rin
ten
den
t P
lan
nin
g R
ub
ric.
The
Sup
eri
nte
nd
en
t P
lan
nin
g R
ub
ric
is a
pla
nn
ing
and
go
al s
ett
ing
too
l to
be
use
d b
y a
men
tor
wit
h a
men
tee.
It is
no
t to
be
use
d a
s an
eva
luat
ion
an
d it
is c
on
fid
en
tial
. It
is h
igh
ly r
eco
mm
end
ed t
hat
a li
mit
ed
nu
mb
er
of
top
ics
are
se
lect
ed
fro
m t
he
rub
ric
to f
ocu
s m
ento
rin
g co
nve
rsat
ion
s. T
he
rub
ric
is N
OT
to b
e se
nt
or
give
n t
o
a su
per
inte
nd
ent
to c
om
ple
te in
its
en
tire
ty. T
he
men
tor
sho
uld
gat
her
en
ou
gh in
form
atio
n t
hro
ugh
init
ial
con
vers
atio
ns
to d
eter
min
e w
hic
h o
f th
e fi
ve le
ader
ship
do
mai
n t
o e
xplo
re f
or
a go
al w
ith
th
e m
ente
e.
43
Exec
uti
ve L
ead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
De
velo
p c
olla
bo
rati
ve v
isio
n
for
dis
tric
t (A
rtic
ula
ted
Vis
ion
)
I h
ave
fo
rmu
late
d a
str
ate
gic
visi
on
fo
r d
istr
ict
imp
rove
men
t,
bu
t h
ave
no
t ye
t re
ceiv
ed
inp
ut
fro
m r
ele
van
t d
istr
ict
stak
eh
old
ers
.
I hav
e c
reat
ed
a s
trat
egi
c vi
sio
n
for
dis
tric
t im
pro
vem
en
t an
d
gath
ere
d in
pu
t fr
om
re
leva
nt
dis
tric
t st
ake
ho
lde
rs.
I hav
e c
om
ple
ted
th
e s
trat
egi
c vi
sio
n f
or
dis
tric
t im
pro
vem
ent,
b
ut
hav
e n
ot
yet
arti
cula
ted
th
rou
gh a
mis
sio
n s
tate
me
nt.
I hav
e a
rtic
ula
ted
a s
trat
egi
c vi
sio
n f
or
dis
tric
t im
pro
vem
ent
thro
ugh
a m
issi
on
sta
tem
en
t w
hic
h in
corp
ora
tes
inp
ut
fro
m
rele
van
t d
istr
ict
stak
eh
old
ers
.
Faci
litat
e p
olic
y fo
rmu
lati
on
(F
orm
ula
tin
g P
olic
y)
I h
ave
gat
he
red
po
licy
rela
ted
in
form
atio
n r
ele
van
t to
st
ake
ho
lde
rs.
I hav
e p
rovi
de
d p
olic
y re
late
d
info
rmat
ion
to
re
leva
nt
stak
eh
old
ers
.
I hav
e p
rovi
de
d p
olic
y re
late
d
info
rmat
ion
to
re
leva
nt
stak
eh
old
ers
, an
d s
tart
ed
to
ga
the
r re
leva
nt
inp
ut
fro
m
stak
eh
old
ers
.
I hav
e p
rovi
de
d in
form
atio
n t
o
rele
van
t st
ake
ho
lde
rs a
nd
ga
the
red
re
leva
nt
inp
ut
fro
m
rele
van
t st
ake
ho
lde
rs.
I h
ave
re
ach
ed
ou
t to
bu
ildin
g le
vel a
dm
inis
trat
ors
, sch
oo
l b
oar
d m
emb
ers
, an
d t
eac
he
rs
in a
n e
ffo
rt t
o b
uild
co
llab
ora
tio
n in
de
cisi
on
-m
akin
g p
roce
ss.
I hav
e f
acili
tate
d d
iscu
ssio
n a
nd
co
llab
ora
tio
n a
mo
ngs
t st
ake
ho
lde
rs.
I hav
e g
ain
ed
co
op
era
tio
n
amo
ng
bu
ildin
g-le
vel
adm
inis
trat
ors
, sch
oo
l bo
ard
m
em
be
rs a
nd
te
ach
ers
.
I re
gula
rly
en
cou
rage
a
colla
bo
rati
ve d
eci
sio
n-m
akin
g p
roce
sse
s an
d t
he
de
-b
ure
aucr
atiz
atio
n o
r fl
atte
nin
g o
f th
e e
du
cati
on
al le
ade
rsh
ip
hie
rarc
hy
(in
clu
din
g b
uild
ing-
leve
l ad
min
istr
ato
rs, s
cho
ol
bo
ard
mem
be
rs, a
nd
te
ach
ers
).
To
tal
44
Exec
uti
ve L
ead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Set
clea
r an
d n
on
-neg
oti
able
go
als
(Go
al-S
etti
ng)
I a
m c
urr
entl
y le
arn
ing
and
in
tere
ste
d in
ide
nti
fyin
g w
ays
to
imp
rove
cla
ssro
om
in
stru
ctio
n a
nd
stu
de
nt
ach
ieve
me
nt.
I hav
e id
en
tifi
ed
way
s to
im
pro
ve c
lass
roo
m in
stru
ctio
n
and
stu
de
nt
ach
ieve
me
nt,
w
ork
ing
wit
h b
uild
ing-
leve
l ad
min
istr
ato
rs t
o e
stab
lish
p
rio
riti
es
and
est
ablis
h
me
asu
rab
le t
arge
ts.
I am
wo
rkin
g w
ith
pri
nci
pal
s to
se
t cl
ear
no
n-n
ego
tiab
le g
oal
s fo
r le
arn
ing
and
inst
ruct
ion
, p
rovi
din
g le
ade
rsh
ip t
eam
s w
ith
re
spo
nsi
bili
ty a
nd
au
tho
rity
to
de
term
ine
go
als.
I hav
e id
en
tifi
ed
dis
tric
t n
ee
ds
for
imp
rove
d c
lass
roo
m
inst
ruct
ion
an
d s
tud
en
t ac
hie
vem
en
t; e
stab
lish
ed
cle
ar
pri
ori
tie
s; a
nd
fo
rmu
late
d
mu
tual
ly a
gre
ed
up
on
an
d n
on
-n
ego
tiab
le g
oal
s.
I h
ave
cre
ate
d a
dis
tric
t-w
ide
co
mm
itte
e (
or
team
of
stak
eh
old
ers
) to
cre
ate
an
imp
rove
me
nt
pla
n.
I hav
e w
ork
ed
wit
h r
ele
van
t st
ake
ho
lde
rs/c
om
mit
tee
m
em
be
rs t
o d
ete
rmin
e t
he
sp
eci
fic
targ
et
are
as (
sch
oo
l d
istr
ict,
ind
ivid
ual
sch
oo
ls,
stu
de
nt
sub
-gro
up
s).
I hav
e c
reat
ed
a f
ive
ye
ar p
lan
fo
r im
pro
vem
en
t, b
ut
hav
e n
ot
yet
shar
ed
th
e p
lan
wit
h
rele
van
t p
ub
lics.
I hav
e c
reat
ed
a f
ive
ye
ar p
lan
fo
r im
pro
vem
en
t th
at in
clu
de
s sp
eci
fic
targ
ets
(fo
r sc
ho
ol
dis
tric
t, in
div
idu
al s
cho
ols
, an
d
for
stu
de
nt
sub
-gro
up
s w
ith
in
sch
oo
ls)
to b
e a
chie
ved
, an
d
shar
ed
pla
n w
ith
re
leva
nt
pu
blic
s.
Mo
nit
or
sch
oo
l an
d d
istr
ict
pro
gres
s (M
on
ito
rin
g P
rogr
ess)
I h
ave
est
ablis
he
d/c
om
pile
d a
m
on
ito
rin
g an
d e
valu
atio
n p
lan
fo
r p
olic
ies,
pro
gram
s an
d
pra
ctic
es.
I hav
e c
om
ple
ted
a
com
pre
he
nsi
ve m
on
ito
rin
g an
d
eva
luat
ion
pla
n t
o a
sse
ss t
he
p
rogr
ess
of
po
licie
s, p
rogr
ams
and
pra
ctic
es
in t
he
dis
tric
t.
I pe
rio
dic
ally
car
ry o
ut
mo
nit
ori
ng
and
eva
luat
ion
of
po
licie
s, p
rogr
ams
and
p
ract
ice
s to
en
sure
pro
gre
ss
tow
ard
s ac
hie
vem
en
t o
f d
istr
ict
goal
s.
I car
ry o
ut
fre
qu
en
t an
d
com
pre
he
nsi
ve m
on
ito
rin
g an
d
eva
luat
ion
of
po
licie
s, p
rogr
ams
and
pra
ctic
es
to e
nsu
re
pro
gre
ss t
ow
ard
s ac
hie
vem
ent
of
dis
tric
t go
als;
an
d I
shar
e
dis
tric
t p
rogr
ess
re
po
rts
wit
h
rele
van
t p
ub
lics.
I i
nte
rmit
ten
tly
anal
yze
ho
w
ade
qu
ate
ly s
cho
ols
are
me
eti
ng
set
goal
s.
I re
gula
rly
ide
nti
fy d
ela
ys o
r d
iscr
ep
anci
es
in s
cho
ol
pro
gre
ss.
I hav
e d
ete
rmin
ed
co
rre
ctiv
e
me
asu
res
for
tho
se s
cho
ols
th
at
do
no
t ac
hie
ve p
rogr
ess
.
I re
gula
rly
ide
nti
fy d
ela
ys o
r d
iscr
ep
anci
es
in s
cho
ol p
rogr
ess
an
d in
tro
du
ce c
orr
ect
ive
m
eas
ure
s
To
tal
45
Ad
min
istr
ativ
e Le
ader
ship
D
om
ain
C
om
po
ne
nt
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Man
age
dis
tric
t fi
nan
ces,
cre
ate
b
ud
gets
an
d
allo
cate
res
ou
rces
ac
cord
ing
to
esta
blis
hed
dis
tric
t p
rio
riti
es
(Re
sou
rce
All
oca
tio
n)
I h
ave
re
vie
we
d d
istr
ict
fin
ance
s an
d a
lloca
tio
ns.
I h
ave
de
term
ine
d t
he
p
ract
ical
ity
of
allo
cati
on
s, b
oth
ti
me
an
d m
on
ey.
I am
mak
ing
chan
ges
in
reso
urc
e a
lloca
tio
n t
o m
eet
p
rogr
am n
eed
s an
d t
o
acco
mp
lish
dis
tric
ts g
oal
s.
I hav
e e
nsu
red
th
at t
he
n
ece
ssar
y re
sou
rce
s, in
clu
din
g ti
me
an
d m
on
ey,
are
allo
cate
d
to m
ee
t p
rogr
am n
eed
s an
d
acco
mp
lish
dis
tric
t’s
goa
ls.
I h
ave
de
term
ine
d t
he
p
rogr
ams
and
pro
fess
ion
al
de
velo
pm
en
t d
ire
ctly
re
late
d t
o
imp
rovi
ng
sch
oo
l ach
ieve
me
nt
targ
ets
.
I hav
e c
on
sult
ed
wit
h
app
rop
riat
e f
inan
ce p
ers
on
ne
l to
de
term
ine
pro
pe
r p
roce
du
res
to r
eal
loca
te
reso
urc
es.
I am
me
eti
ng
wit
h a
pp
rop
riat
e
stak
eh
old
ers
to
dis
sem
inat
e
bu
dge
tary
in
form
atio
n/c
han
ges.
I hav
e r
eal
loca
ted
re
sou
rce
s fr
om
pro
gram
s th
at h
ave
no
t b
ee
n id
en
tifi
ed
as
pri
ori
tie
s to
p
rogr
ams
and
pro
fess
ion
al
de
velo
pm
en
t th
at a
re d
ire
ctly
re
late
d t
o im
pro
vin
g sc
ho
ol
ach
ieve
me
nt
targ
ets
, wh
en
n
ece
ssar
y.
To
tal
46
Ad
min
istr
ativ
e Le
ader
ship
D
om
ain
C
om
po
nen
t
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Act
ive
par
tici
pat
ion
in
sta
ff s
elec
tio
n
(Sta
ff S
elec
tio
n)
I am
re
vie
win
g th
e s
ele
ctio
n
crit
eri
a cu
rren
tly
in p
lace
at
my
dis
tric
t.
I hav
e c
on
ferr
ed
wit
h s
cho
ol
adm
inis
trat
ors
to
eva
luat
e t
he
se
lect
ion
cri
teri
a an
d
pro
ced
ure
s fo
r th
e s
ele
ctio
n o
f st
aff.
I hav
e e
stab
lish
ed
th
e s
ele
ctio
n
crit
eri
a an
d p
roce
du
res
for
the
se
lect
ion
of
staf
f.
I hav
e e
stab
lish
ed
th
e s
ele
ctio
n
crit
eri
a an
d p
roce
du
res
for
the
se
lect
ion
of
staf
f an
d I
am
dir
ect
ly in
volv
ed
in t
he
re
cru
itm
en
t an
d s
ele
ctio
n o
f p
rofe
ssio
nal
sta
ff;
I am
oft
en
in
volv
ed
in t
he
se
lect
ion
of
ne
w
teac
he
rs a
nd
ne
arly
alw
ays
invo
lve
d in
th
e s
ele
ctio
n o
f n
ew
ad
min
istr
ato
rs.
I a
m a
tte
nd
ing
me
eti
ngs
re
late
d
to s
taff
se
arch
es
to g
ain
an
u
nd
ers
tan
din
g o
f th
e p
ow
er
stru
ctu
re in
th
e d
istr
ict.
I hav
e a
rtic
ula
ted
my
goal
to
be
in
volv
ed
in t
he
pro
cess
of
staf
f se
lect
ion
in t
he
dis
tric
t.
I am
re
solv
ing
the
bal
ance
b
etw
ee
n b
ein
g in
volv
ed
in t
he
p
roce
ss o
f st
aff
sele
ctio
n w
hile
n
ot
do
min
atin
g co
ntr
ol o
ver
the
pro
cess
.
I hav
e m
ain
tain
ed
bal
ance
b
etw
ee
n d
istr
ict
con
tro
l an
d
loca
l au
ton
om
y in
th
e s
ele
ctio
n
of
ne
w s
taff
.
I a
m e
xam
inin
g cu
rre
nt
job
va
can
cie
s (o
r re
cen
tly
hir
ed
) an
d s
ub
mit
ted
ap
plic
atio
ns
to
gain
an
un
de
rsta
nd
ing
of
the
“t
ale
nt.
”
I hav
e c
on
sult
ed
wit
h p
rin
cip
als
in t
he
dis
tric
t re
gard
ing
pas
t h
ire
s to
ass
ess
th
e le
vel o
f o
uts
ide
infl
ue
nce
s o
r p
ress
ure
o
n s
taff
se
lect
ion
.
I hav
e a
rtic
ula
ted
my
goal
to
e
nsu
re t
hat
hir
ing
sele
ctio
ns
are
co
nsi
ste
nt
wit
h t
he
d
istr
ict’
s e
stab
lish
ed
cri
teri
a.
I hav
e b
uff
ere
d
(saf
egu
ard
/sh
ield
) sc
ho
ols
an
d
pri
nci
pal
s (f
rom
un
du
e p
ress
ure
) fr
om
mak
ing
sele
ctio
ns
inco
nsi
ste
nt
wit
h t
he
d
istr
ict’
s e
stab
lish
ed
cri
teri
a.
To
tal
47
Ad
min
istr
ativ
e Le
ader
ship
D
om
ain
C
om
po
nen
t
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Sup
ervi
se a
nd
ev
alu
ate
bu
ildin
g-le
vel
adm
inis
trat
ors
an
d
staf
f (S
up
ervi
sio
n a
nd
Ev
alu
atio
n)
I a
m c
urr
entl
y as
sess
ing
the
e
valu
atio
n p
roce
du
res
acro
ss
sch
oo
ls a
nd
dis
tric
ts.
I am
in t
he
pro
cess
of
me
rgin
g te
ach
er
org
aniz
atio
n g
oal
s (o
r te
ach
er
cert
ific
atio
n)
wit
h t
he
d
istr
icts
’ str
ate
gic
visi
on
(sc
ho
ol
ob
ject
ive
s) t
o c
on
stru
ct t
eac
he
r e
valu
atio
n p
roce
du
res.
I hav
e c
on
sult
ed
wit
h p
rin
cip
als
for
inp
ut
rega
rdin
g te
ach
er
eva
luat
ion
pro
ced
ure
s.
I hav
e s
tan
dar
diz
ed
te
ach
er
eva
luat
ion
pro
ced
ure
s ac
ross
sc
ho
ols
an
d d
istr
icts
; an
d I
hav
e
est
ablis
he
d t
eac
he
r e
valu
atio
n
ob
ject
ive
s cl
ose
ly c
orr
ela
ted
w
ith
sch
oo
l ob
ject
ive
s. I
also
ta
ke p
ers
on
al r
esp
on
sib
ility
fo
r p
rin
cip
al s
up
erv
isio
n a
nd
e
valu
atio
n
I h
ave
info
rme
d d
istr
ict
pri
nci
pal
s o
f m
y p
hilo
sop
hy
wit
h r
ega
rd t
o s
up
ervi
sio
n a
nd
e
valu
atio
n.
I hav
e s
che
du
led
re
gula
r m
ee
tin
gs w
ith
pri
nci
pal
s to
d
iscu
ss p
rin
cip
al r
esp
on
sib
iliti
es
and
eva
luat
ion
pro
ced
ure
s.
I hav
e m
et
regu
larl
y w
ith
p
rin
cip
als
to r
evi
ew
th
e s
ite
-le
vel o
bse
rvat
ion
/eva
luat
ion
vi
sit.
I hav
e e
stab
lish
ed
re
gula
r m
ee
tin
gs w
ith
pri
nci
pal
s to
d
iscu
ss im
po
rtan
t n
ee
ds
and
to
fo
cus
on
imp
rovi
ng
inst
ruct
ion
al p
rogr
ams.
I h
ave
de
term
ine
d t
he
logi
stic
s o
f an
d a
rran
ged
fo
r sc
ho
ol v
isit
s th
rou
gho
ut
the
dis
tric
t.
I hav
e d
ete
rmin
ed
ho
w t
o
revi
ew
(u
sin
g p
roto
col,
inte
rvie
ws,
etc
) th
e e
xte
nt
to
wh
ich
dis
tric
t an
d s
cho
ol g
oal
s an
d s
trat
egi
es
are
be
ing
imp
lem
en
ted
.
I hav
e d
ete
rmin
ed
ho
w t
o
me
asu
re t
he
eff
ect
ive
ne
ss o
f sc
ho
ol g
oal
s an
d s
trat
egi
es.
I hav
e a
rran
ged
fre
qu
en
t sc
ho
ol
visi
ts in
ord
er
to r
evi
ew
th
e
ext
en
t to
wh
ich
dis
tric
t an
d
sch
oo
l go
als
and
str
ate
gie
s ar
e
be
ing
imp
lem
en
ted
an
d t
he
eff
ect
ive
ne
ss o
f th
ese
st
rate
gie
s.
To
tal
48
Ad
min
istr
ativ
e Le
ader
ship
D
om
ain
C
om
po
nen
t
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Enco
ura
ge a
cl
imat
e o
f sh
ared
p
ow
er
by
reco
gniz
ing
and
no
t re
stri
ctin
g th
e “d
efin
ed
auto
no
my”
of
pri
nci
pal
s (D
efi
ne
d
Au
ton
om
y)
I h
ave
co
nsu
lte
d w
ith
le
ade
rsh
ip t
eam
s to
de
term
ine
th
e o
pti
mal
way
to
me
et
goal
s fo
r le
arn
ing
and
inst
ruct
ion
.
I hav
e d
ete
rmin
ed
th
e e
xte
nt
to
wh
ich
au
tho
rity
will
be
d
ele
gate
d t
o s
cho
ol l
ead
ers
hip
te
am.
I hav
e s
et
cle
ar, n
on
-ne
goti
ab
le
goal
s fo
r le
arn
ing
and
in
stru
ctio
n.
I hav
e s
et
cle
ar, n
on
-ne
goti
ab
le
goal
s fo
r le
arn
ing
and
in
stru
ctio
n w
hile
de
lega
tin
g au
tho
rity
an
d r
esp
on
sib
ility
to
sc
ho
ol l
ead
ers
hip
te
ams
for
de
term
inin
g h
ow
to
me
et
tho
se
goal
s.
I h
ave
re
vie
we
d t
he
d
istr
ict/
sch
oo
l im
pro
vem
en
t p
lan
s.
I hav
e p
ub
licly
(m
ee
tin
g/e
ma
il)
dis
sem
inat
ed
my
ph
iloso
ph
y/vi
ew
on
th
e
imp
ort
ance
of
pri
nci
pal
s an
d
teac
he
rs t
akin
g o
wn
ers
hip
in
de
term
inin
g h
ow
to
me
et
dis
tric
t/sc
ho
ol g
oal
s.
I hav
e c
on
sult
ed
wit
h e
ach
sc
ho
ols
lead
ers
hip
te
am
rega
rdin
g th
eir
sch
oo
l im
pro
vem
en
t p
lan
an
d
imp
lem
en
tati
on
of
ne
w p
olic
ies
and
pro
gram
s.
I re
gula
rly
en
cou
rage
o
wn
ers
hip
of
dis
tric
t/sc
ho
ol
imp
rove
me
nt
pla
ns
by
pri
nci
pal
s an
d t
eac
he
rs w
ho
d
ire
ctly
imp
lem
en
t n
ew
po
licie
s an
d p
rogr
ams.
I h
ave
re
vie
we
d t
he
d
istr
ict/
sch
oo
l sta
tew
ide
te
st
sco
res.
I hav
e r
evi
ew
ed
sch
oo
l cu
rric
ulu
m a
nd
pro
fess
ion
al
de
velo
pm
en
t.
I hav
e m
et
wit
h s
cho
ols
to
d
iscu
ss c
urr
en
t st
atu
s o
n
stu
de
nt
ach
ieve
me
nt
acro
ss t
he
d
istr
ict.
I hav
e b
uilt
re
lati
on
ship
s w
ith
sc
ho
ols
to
en
cou
rage
pro
gre
ss
and
su
cce
ss in
imp
rovi
ng
stu
de
nt
ach
ieve
me
nt
and
cl
assr
oo
m in
stru
ctio
n.
To
tal
49
Po
litic
al L
ead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Art
icu
late
a
con
cep
tio
n o
f p
ow
er
that
is
faci
litat
ive
(Co
nce
pti
on
s o
f P
ow
er)
I h
ave
form
ula
ted
or
kno
w
ho
w p
ow
er o
per
ate
s an
d m
y ap
pro
ach
to
exe
rcis
ing
po
wer
.
I pla
n t
o p
rom
ote
fac
ilita
tive
o
r d
istr
ibu
tive
lead
ers
hip
id
eas
thro
ugh
ou
t m
y d
istr
ict.
I hav
e a
ctiv
ely
pro
mo
ted
le
ade
rsh
ip b
ase
d o
n s
har
ing
po
we
r w
ith
bo
ard
s an
d
sch
oo
l ad
min
istr
ato
rs.
I un
de
rsta
nd
th
e p
ow
er
exe
rcis
ed
by
the
su
per
inte
nd
en
t as
a p
ow
er
to b
e sh
are
d w
ith
sch
oo
l b
oar
ds
and
sch
oo
l ad
min
istr
atio
n in
ord
er
to
pro
mo
te d
istr
ibu
ted
le
ade
rsh
ip a
nd
co
llab
ora
tive
p
ow
er.
Tota
l
50
Po
litic
al L
ead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Bu
ild s
tro
ng
par
tner
ship
wit
h
sch
oo
l bo
ard
s (S
up
erin
ten
den
t-Sc
ho
ol B
oar
d
Re
lati
on
s)
I a
m k
een
ly a
war
e o
f th
e p
ow
er s
tru
ggle
s th
at c
an
ensu
e b
etw
een
th
e su
per
inte
nd
ent
and
bo
ard
m
em
ber
s.
I hav
e d
evel
op
ed
a p
lan
to
re
cogn
ize
an
d r
esi
st p
ress
ure
gr
ou
ps
or
the
ind
ivid
ual
in
tere
sts
of
bo
ard
mem
ber
s.
I ob
ject
ive
ly p
rese
nt
info
rmat
ion
an
d o
utl
ine
po
ssib
le g
ain
s an
d
con
seq
ue
nce
s o
f p
rop
ose
d
acti
on
s to
sch
oo
l bo
ard
m
em
ber
s.
I hav
e d
evel
op
ed
fu
nct
ion
ing
coal
itio
ns
wit
h s
cho
ols
, sc
ho
ol b
oar
ds,
an
d lo
cal a
nd
st
ate
ed
uca
tio
n a
gen
cie
s;
and
I h
ave
sch
ed
ule
d
me
etin
gs w
ith
sch
oo
l bo
ard
m
em
ber
s in
ord
er
to
stre
ngt
he
n e
ffec
tive
co
mm
un
icat
ion
.
I h
ave
com
pile
d in
form
atio
n
rela
ted
to
th
e d
ynam
ic o
f sc
ho
ol b
oar
d r
elat
ion
ship
s an
d c
om
mu
nic
atio
n s
kills
.
I hav
e a
pp
roac
he
d s
cho
ol
bo
ard
me
mb
ers
abo
ut
a w
ork
sho
p/t
rain
ing
in h
ow
to
e
ffec
tive
ly c
om
mu
nic
ate
w
ith
sch
oo
l bo
ard
mem
ber
s.
I hav
e c
om
mis
sio
ned
a g
rou
p
or
team
to
dev
elo
p a
sch
oo
l b
oar
d t
rain
ing.
I hav
e p
rovi
de
d s
cho
ol b
oar
d
trai
nin
g in
are
as s
uch
as
ho
w
to c
om
mu
nic
ate
eff
ecti
vely
w
ith
sch
oo
l bo
ard
mem
ber
s an
d t
he
dyn
amic
s o
f in
tera
ctio
ns
bet
we
en
sch
oo
l b
oar
ds
and
su
pe
rin
ten
de
nts
.
To
tal
51
Po
litic
al L
ead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Dis
pla
y p
olit
ical
aw
aren
ess
and
in
terp
erso
nal
ski
lls
(Po
litic
al
Ast
ute
nes
s)
I h
ave
gau
ged
th
e p
olit
ical
cl
imat
e in
th
e lo
cal
com
mu
nit
y/d
istr
ict.
I hav
e c
on
sid
ere
d a
nd
lis
ten
ed
to
th
e d
iver
se v
iew
s o
f ci
tize
ns
in t
he
com
mu
nit
y.
I am
aw
are
of
the
par
ticu
lar
inte
rest
s th
at s
cho
ol b
oar
d
me
mb
ers
may
bri
ng
to t
he
tab
le.
I am
po
litic
ally
ast
ute
an
d
un
de
rsta
nd
th
e p
olit
ical
cl
imat
e o
f th
e lo
cal
com
mu
nit
y; a
s w
ell a
s th
e p
arti
cula
r in
tere
sts
of
bo
ard
m
em
ber
s. I
liste
n t
o t
he
d
ive
rse
voic
es
and
vie
ws
of
citi
zen
s, a
nd
I e
ffec
tive
ly
com
mu
nic
ate
an
d r
ep
ort
sc
ho
ol d
istr
ict
dat
a.
To
tal
52
Po
litic
al L
ead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Serv
e as
eth
ical
le
ader
/ro
le m
od
el
for
dis
tric
t
(Ro
le M
od
elin
g)
I am
vis
ible
in t
he
co
mm
un
ity
and
dis
pla
y a
hig
h d
egre
e o
f p
rofe
ssio
nal
ism
, de
velo
p
tru
st, a
nd
co
mm
un
icat
e
ho
ne
stly
in o
rder
to
ser
ve a
s a
role
mo
del
fo
r d
istr
ict
com
mu
nit
y an
d t
o g
arn
er
po
litic
al s
up
po
rt a
nd
in
flu
en
ce f
or
init
iati
ng
refo
rm.
I “af
firm
th
e p
urp
ose
of
sch
oo
l” a
nd
I am
co
gniz
ant
of
the
nee
d t
o u
ph
old
so
cial
ju
stic
e in
dec
isio
n-m
akin
g p
roce
sses
an
d le
ade
rsh
ip.
To
tal
53
Inst
ruct
ion
al
Lead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Dis
pla
y ac
tive
an
d
me
anin
gfu
l su
pp
ort
fo
r st
aff
dev
elo
pm
en
t (S
taff
D
eve
lop
me
nt)
I h
ave
revi
ewed
dis
tric
t al
loca
tio
ns
for
teac
her
an
d
pri
nci
pal
pro
fess
ion
al
dev
elo
pm
en
t.
I hav
e c
on
sult
ed
wit
h t
he
ap
pro
pri
ate
fin
ance
p
ers
on
ne
l to
det
erm
ine
the
p
rop
er
real
loca
tio
n o
f p
rofe
ssio
nal
dev
elo
pm
en
t fu
nd
s.
I hav
e m
et
wit
h t
eac
he
rs a
nd
p
rin
cip
als
to d
isse
min
ate
p
rofe
ssio
nal
dev
elo
pm
en
t fu
nd
ing
info
rmat
ion
/ch
ange
s.
I hav
e a
lloca
ted
ad
eq
uat
e
fun
din
g fo
r te
ach
er
and
p
rin
cip
al p
rofe
ssio
nal
d
eve
lop
me
nt.
I h
ave
revi
ewed
sta
ff
pro
fess
ion
al d
evel
op
me
nt
to
see
ho
w c
lose
ly it
par
alle
ls
the
dis
tric
t fo
cus
in
curr
icu
lum
an
d in
stru
ctio
n.
I hav
e r
evi
ew
ed
th
e
cap
abili
ty o
f al
tern
ativ
e
pro
fess
ion
al d
evel
op
me
nt
to
acco
mp
lish
th
e d
istr
icts
go
als.
I hav
e m
et
wit
h t
he
ap
pro
pri
ate
sta
keh
old
ers
to
d
ete
rmin
e a
lter
atio
ns
to
pro
fess
ion
al d
evel
op
me
nt
and
mad
e t
he
ap
pro
pri
ate
ch
ange
s.
I hav
e e
nsu
red
th
at s
taff
p
rofe
ssio
nal
dev
elo
pm
en
t cl
ose
ly p
aral
lels
dis
tric
t fo
cus
in c
urr
icu
lum
an
d
inst
ruct
ion
; an
d a
llow
s th
e
acq
uis
itio
n o
f n
ece
ssar
y sk
ills
and
co
mp
ete
nci
es
ne
ed
ed
to
ach
ieve
e
stab
lish
ed
go
als.
To
tal
54
Inst
ruct
ion
al
Lead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Co
llab
ora
tive
ly
def
ine
fram
ew
ork
fo
r re
sear
ch b
ased
in
stru
ctio
nal
p
ract
ices
to
be
inco
rpo
rate
d in
cl
assr
oo
m
(De
fin
ing
an
Inst
ruct
ion
al
Fram
ew
ork
)
I h
ave
revi
ewed
th
e in
stru
ctio
nal
an
d c
urr
icu
lar
focu
s fo
r d
istr
ict
sch
oo
ls.
I hav
e c
on
sult
ed
wit
h d
istr
ict
curr
icu
lum
an
d in
stru
ctio
n
pe
rso
nn
el t
o d
ete
rmin
e h
ow
cl
ose
ly it
par
alle
ls w
ith
d
istr
ict
goal
s an
d s
cho
ol
imp
rove
me
nt
pla
ns.
I hav
e a
ctiv
ely
wo
rk w
ith
st
aff
dev
elo
p a
pre
ferr
ed
ap
pro
ach
to
inst
ruct
ion
an
d
curr
icu
lum
.
I hav
e e
stab
lish
ed
an
in
stru
ctio
nal
an
d c
urr
icu
lar
focu
s ap
pro
pri
ate
fo
r d
istr
ict
sch
oo
ls, w
hile
ref
rain
ing
fro
m im
po
sin
g a
sin
gle
in
stru
ctio
nal
mo
de
l.
I hav
e fo
rme
d in
stru
ctio
nal
te
ams
(or
lead
ersh
ip t
eam
s)
to d
evel
op
a p
refe
rred
m
eth
od
of
teac
hin
g.
I hav
e e
stab
lish
ed
a
pre
ferr
ed
inst
ruct
ion
al
ph
iloso
ph
y.
I am
act
ive
ly m
on
ito
rin
g th
e
inst
ruct
ion
al f
ocu
s d
uri
ng
eva
luat
ion
s an
d in
co
mm
un
icat
ion
s w
ith
th
e
pri
nci
pal
.
We
hav
e e
stab
lish
ed
p
refe
rre
d m
eth
od
s o
f te
ach
ing
in o
ur
dis
tric
t; a
nd
I e
xerc
ise
infl
ue
nce
ove
r th
e
curr
icu
lum
use
d in
sch
oo
ls
To
tal
55
Inst
ruct
ion
al
Lead
ersh
ip
Do
mai
n
Co
mp
on
ent
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Re
info
rce
dis
tric
t go
als
and
pri
ori
ties
(R
ein
forc
ing
Pri
ori
ties
)
I r
egu
larl
y re
info
rce
pri
ori
ties
th
rou
gh
con
sist
en
cy o
f o
per
atio
ns
in
the
sch
oo
l sys
tem
.
I reg
ula
rly
link
the
im
po
rtan
ce o
f d
istr
ict
goal
s an
d t
he
se
lect
ion
of
pe
rso
nn
el/
staf
f.
I hav
e f
orm
ula
ted
a p
lan
to
b
e p
rese
nt
and
vis
ible
at
sch
oo
ls t
o in
still
so
cial
izat
ion
p
atte
rns
rela
ted
to
co
nsi
ste
ncy
in s
cho
ol
op
era
tio
ns.
I hav
e im
ple
me
nte
d
imp
ort
ant
soci
aliz
atio
n
pat
tern
s w
hic
h r
ein
forc
e
con
sist
en
cy in
inte
gral
sc
ho
ol o
per
atio
ns,
esp
eci
ally
b
etw
ee
n d
istr
ict
goal
s an
d
crit
eri
a fo
r th
e s
ele
ctio
n o
f p
ers
on
ne
l.
I u
nd
erst
and
th
e im
po
rtan
ce
of
con
tin
ual
ly r
ein
forc
ing
th
e im
po
rtan
ce o
f m
ain
tain
ing
inte
rnal
co
nsi
ste
ncy
in c
urr
icu
lum
an
d in
stru
ctio
n.
I reg
ula
rly
com
mu
nic
ate
th
e re
lati
on
ship
bet
wee
n t
he
d
istr
icts
’ cu
rric
ulu
m a
nd
in
stru
ctio
n a
nd
dis
tric
t go
als.
I hav
e f
orm
ula
ted
a p
lan
to
b
e p
rese
nt
and
vis
ible
at
sch
oo
ls t
o in
still
so
cial
izat
ion
p
atte
rns
rela
ted
to
co
nsi
ste
ncy
in s
cho
ol
op
era
tio
ns.
I su
stai
n a
hig
h d
egre
e o
f in
tern
al c
on
sist
en
cy in
th
e
dis
tric
t in
cu
rric
ulu
m a
nd
in
stru
ctio
n.
I h
ave
det
erm
ined
th
e lo
gist
ics
of
spen
din
g ti
me
in
sch
oo
ls.
I hav
e a
rran
ged
fo
r ti
me
in
my
sch
edu
le t
o s
pen
d t
ime
in s
cho
ols
inte
ract
ing
wit
h
pri
nci
pal
s, t
eac
her
s, a
nd
st
ud
ents
.
I hav
e f
orm
ula
ted
a p
lan
to
m
eet
wit
h p
are
nts
an
d t
he
co
mm
un
ity
seve
ral t
ime
s th
rou
gho
ut
the
ye
ar
I sp
end
tim
e in
sch
oo
ls
inte
ract
ing
wit
h p
rin
cip
als,
te
ach
ers,
an
d s
tud
en
ts o
n
eve
ry d
ay a
ctiv
itie
s, a
s w
ell
as w
ith
par
en
ts a
nd
th
e
com
mu
nit
y.
To
tal
56
Pro
fess
ion
al
De
velo
pm
en
t D
om
ain
Beg
inn
ing
Eme
rgin
g D
eve
lop
ing
Acc
om
plis
he
d
Par
tici
pat
e in
le
ader
ship
se
min
ars
and
co
ach
ing
pro
gram
s (W
ork
sho
ps,
C
oac
hin
g an
d
Men
tori
ng)
I h
ave
atte
nd
ed s
om
e
lead
ersh
ip s
emin
ars
and
co
ach
ing
pro
gram
s, a
nd
al
tho
ugh
I ac
qu
ired
so
me
n
ew k
no
wle
dge
an
d s
kills
, I
hav
e n
ot
real
ly in
tegr
ate
d
wh
at I
hav
e le
arn
ed in
to m
y ev
eryd
ay p
ract
ice.
I hav
e a
tten
de
d s
om
e
lead
ers
hip
sem
inar
s an
d
coac
hin
g p
rogr
ams,
an
d
occ
asio
nal
ly u
se w
hat
I h
ave
le
arn
ed f
rom
th
ese
w
ork
sho
ps
to in
form
my
pra
ctic
e.
I hav
e a
tte
nd
ed n
um
ero
us
lead
ers
hip
sem
inar
s an
d
coac
hin
g p
rogr
ams,
an
d
fre
qu
en
tly
use
wh
at I
hav
e le
arn
ed f
rom
th
ese
w
ork
sho
ps
to in
form
my
pra
ctic
e.
I hav
e a
tten
de
d n
um
ero
us
lead
ers
hip
sem
inar
s an
d
coac
hin
g p
rogr
ams,
an
d
regu
larl
y in
tegr
ate
wh
at I
hav
e le
arn
ed
fro
m t
he
se
wo
rksh
op
s in
to m
y ev
ery
day
p
ract
ice
.
I r
arel
y (o
r n
ever
) h
ave
op
po
rtu
nit
ies
to d
iscu
ss
wh
at I
hav
e le
arn
ed f
rom
le
ader
ship
sem
inar
s an
d
coac
hin
g p
rogr
ams
wit
h
pee
rs; a
nd
on
ly o
ccas
ion
ally
h
ave
man
y o
pp
ort
un
itie
s fo
r re
flec
tive
pra
ctic
e.
I reg
ula
rly
see
k o
pp
ort
un
itie
s to
dis
cuss
w
hat
I h
ave
lear
ne
d f
rom
le
ade
rsh
ip s
emin
ars
and
co
ach
ing
pro
gram
s w
ith
my
pe
ers
; an
d I
mak
e a
con
cert
ed
eff
ort
to
reg
ula
rly
en
gage
in r
efl
ect
ive
pra
ctic
e.
I hav
e s
om
e o
pp
ort
un
itie
s to
d
iscu
ss w
hat
I h
ave
lear
ne
d
fro
m le
ade
rsh
ip s
em
inar
s an
d c
oac
hin
g p
rogr
ams
wit
h
my
pee
rs; a
nd
I e
nga
ge in
re
fle
ctiv
e p
ract
ice
as o
fte
n
as p
oss
ible
.
I hav
e d
evel
op
ed
a s
tro
ng
pe
er
sup
po
rt n
etw
ork
, an
d
hav
e a
mp
le o
pp
ort
un
itie
s to
d
iscu
ss w
hat
I h
ave
lear
ne
d
fro
m le
ade
rsh
ip s
em
inar
s an
d c
oac
hin
g p
rogr
ams
wit
h
my
pee
rs; a
nd
I fr
eq
ue
ntl
y e
nga
ge in
re
fle
ctiv
e p
ract
ice
.
To
tal
57
Successful Superintendency
DOMAINS/KEY COMPONENTS
Jonathan Plucker, Ph.D.
Marcey Moss, Ph.D. Michael Holstead
Mona Syed
August 28, 2009
Jonathan A. Plucker, Ph.D.
DIRECTOR
509 East Third Street, Bloomington, Indiana 47401 tel: 1.800.511.6575 fax: 1.812.856.5890 web: ceep.indiana.edu
58
In order to identify key components and domains of successful superintendents, a comprehensive review
of relevant literature was conducted. An annotated bibliography of key articles and books related to
leadership qualities in school superintendents of effective schools, as well as some articles related to
characteristics of principals which may be generalized for district level personnel, is included in
Appendix A. These key articles and books, along with other literature and research, was synthesized
and analyzed to identify key domains and components found in successful/effective leadership. In
addition, based on the literature a discussion is provided of what each component “looks like,” in a
realistic setting.
The one commonality found in all literature, which reflects on the characteristics of effective
superintendents, is that there has not been enough scientifically-based studies conducted that link
superintendent characteristics with student achievement. Of all of the studies and surveys reviewed, only
one study, the meta-analysis by Waters and Marzano (2007), attempted to empirically correlate student
achievement with superintendent characteristics. The lack of empirical research must be taken as a
caveat when reviewing the qualities and characteristics presented below of effective superintendents.
The key components and characteristics of successful superintendents as identified in the literature
include the following: (1) executive leadership (i.e., articulated vision, formulating policy, goal-setting,
monitoring progress), (2) administrative leadership (i.e., resource Allocation, staff selection, supervision
and evaluation, defined autonomy, (3) political leadership (i.e., conceptions of power, superintendent-
school board relations, political astuteness and role modeling), (4) instructional leadership (i.e., staff
development, defining an instructional framework, reinforcing priorities), and (5) professional
development (i.e., workshops, coaching and mentoring). Each of these commonalities found in the
literature related to effective leadership in the superintendent role are presented below in Table 1. This
is followed by a discussion of what each component “looks like” in a realistic setting.
59
TABLE 1: CHARACTERISTICS OF EFFECTIVE LEADERSHIP PRACTICES
Leadership Domains
Functions Key Characteristics
Executive Leadership
1. Develop collaborative vision for
district
1a. Articulate a strategic vision for district improvement through a mission statement which incorporates input from relevant district stakeholders.
2. Facilitate policy formulation
2a. Provide sufficient information to and gather relevant input from relevant stakeholders. 2b. Encourage collaborative decision-making processes and the de-bureaucratization or flattening of the educational leadership hierarchy.
3. Set clear and non-negotiable
goals
3a. Work alongside building-level administrators to identify district needs for improved classroom instruction and student achievement; establish clear priorities; and formulate mutually agreed upon and non-negotiable goals. 3b. Create five year plan for improvement that includes specific targets to be achieved, and share plan with relevant publics.
4. Monitor school and district progress
4a. Carry out frequent and comprehensive monitoring and evaluation of policies, programs and practices to ensure progress towards achievement of district goals. 4b. Identify delays or discrepancies in school progress and introduce corrective measures 4c. Share district progress reports with relevant publics.
Administrative Leadership
1. Manage district finances, create
budgets and allocate resources according to established district priorities
1a. Ensure that the necessary resources, including time and money, are allocated to meet program needs and accomplish district’s goals. 1b. Reallocate resources from programs that have not been identified as priorities to programs and professional development that are directly related to improving school achievement targets, when necessary.
60
Leadership Domains
Functions Key Characteristics
2. Active participation in staff
selection
2a. Establish selection criteria and procedures for the selection of staff. 2b. Maintain balance between district control and local autonomy in the selection of new staff. 2c. Buffer schools and principals from making selections inconsistent with the district’s established criteria. 2d. Be directly involved in the recruitment and selection of professional staff.
3. Supervise and evaluate building-level administrators and staff
3a. Standardize teacher evaluation procedures across schools and districts. 3b. Establish teacher evaluation objectives closely correlated with school objectives. 3c. Take personal responsibility for principal supervision and evaluation. 3d. Establish regular meetings with principals to discuss important needs and focus on improving instructional programs. 3e. Arrange frequent school visits in order to review the extent to which district and school goals and strategies are being implemented and how effective these strategies are.
4. Encourage a climate of shared power by recognizing and not restricting the ‘defined autonomy’ of principals
4a. Set clear, non-negotiable goals for learning and instruction while delegating authority and responsibility to school leadership teams for determining how to meet those goals. 4b. Encourage ownership of district/school improvement plans by principals and teachers who directly implement new policies and programs. 4c. Build relationships with schools to encourage progress and success in improving student achievement and classroom instruction.
Political Leadership
1. Articulate a conception of power
that is facilitative
1a. Understand the power exercised by the superintendent as a power to be shared with school boards and school administration in order to promote distributed leadership and collaborative power.
61
Leadership Domains
Functions Key Characteristics
2. Build strong partnership with
school boards
2a. Develop functioning coalitions with schools, school boards, and local and state education agencies. 2b. Schedule one-on-one meetings with school board members in order to strengthen effective communication.
3. Display political awareness and
interpersonal skills
3a. Be politically astute and understand the political climate of the local community; as well as the particular interests of board members. 3b. Listen to the diverse voices and views of citizens. 3c. Negotiate and mediate superintendent-school board relationships in order to “transform politics into education.” 3d. Effectively communicate and report school district data.
4. Serve as moral leader/role model
for district
4a. Be visible in the community and display a high degree of professionalism, develop trust, and communicate honestly in order to serve as a role model for district community and to garner political support and influence for initiating reform. 4b. “Affirm the purpose of school” and be cognizant of the need to uphold social justice in decision-making processes and leadership.
Instructional Leadership
1. Display active and meaningful
support for staff development
1a. Allocate adequate funding for teacher and principal professional development. 1b. Ensure staff professional development closely parallels district focus in curriculum and instruction; and allows the acquisition of necessary skills and competencies needed to achieve established goals. 1c. Share research-based data and research with principals and staff.
2. Collaboratively define
framework for research-based instructional practices to be incorporated in classroom
2a. Establish an instructional and curricular focus appropriate for district schools, while refraining from imposing a single instructional model. 2b. Establish preferred methods of teaching.
62
Leadership Domains
Functions Key Characteristics
2c. Exercise influence over the curriculum used in schools
3. Reinforce district goals and
priorities
3a. Implement important socialization patterns which reinforce consistency in integral school operations. 3b. Sustain high degree of internal consistency in district in curriculum and instruction. 3c. Spend time in schools interacting with principals, teachers, and students on everyday activities.
Professional Development
1. Participate in leadership seminars
and coaching programs
1a. Acquire new skills, competencies and knowledge base to address routine and non-routine problems. 1b. Develop peer support networks
1c. Build relationships of trust with senior or novice superintendents 1d. Engage in reflective practices 1e. Develop problem-solving strategies and give/receive input on action plans
Executive Leadership
Articulated Vision
As Chief Executive Officers, superintendents are called upon to juggle a variety of tasks, the most
central of which is developing a clearly articulated and strategic vision for district improvement. In order
to be effective, superintendents must articulate a vision that: keenly understands the context within
which schools are situated; identifies the most pressing needs and priorities of the communities they aim
to serve; and proposes realistic, necessary and attainable reforms. In the current educational climate,
superintendents are increasingly expected to initiate positive change and growth within their districts,
focusing particularly on school quality improvement and student achievement (Waters and Marzano,
2006). In the process of developing a vision for the district, superintendents are called upon to assess the
concerns and interests of a variety of district stakeholders (i.e. school administrators, school boards,
63
teachers, students, parents etc). Taking diverse input into account, superintendents must develop a vision
that is innovative, and can be translated into mission statements, district goals and measurable objectives
(Holdaway and Genge, 1995).
Formulating Policy
Scholarship on educational leadership continues to emphasize the need for facilitative leadership and
collaboration in decision-making processes (Mountford, 2004; Pounder 1998; Chase, 1995, Noddings,
1992). Including building-level administrators, school board members, and teachers in policy
formulation allows superintendents to “flatten” or “debureaucratize” the educational hierarchy which
establishes a new environment for power-sharing, and allows the development of greater consensus and
ownership of policy initiatives amongst key agents that will be charged with implementing the policies
(Mountford, 2004; Glass, 2000; Leithwood, 1995). Facilitating discussion and collaboration amongst
stakeholders allows for mutual, but not necessarily unanimous agreement regarding policy and
programming. However, collaborative decision-making does “imply that once stakeholders reach an
acceptable level of agreement regarding district goals, all stakeholders agree to support the attainment of
those goals” (Waters and Marzano, 2006: 11). Cooperation amongst different agents within the
educational hierarchy encourages greater fidelity in implementation.
Goal-setting
In discussing the positive correlation between superintendent leadership practices and student
achievement, Waters and Marzano emphasize the need to set clear and non-negotiable goals for district
schools. Once again, goals should be set in a collaborative manner, and should be translated into specific
targets for the school district, for individual schools and for student sub-groups within schools (2006:
12). Establishing measurable targets, emphasizing the non-negotiable nature of goals, and ensuring that
building-level administrators and teachers are aware of set goals allows the district as a whole to remain
committed to reform.
Monitoring Progress
Regular monitoring and evaluation is critical in policy implementation, and it falls to the superintendent
to analyze how adequately schools in their districts are meeting set targets. Sharing reports with
individual schools allows them to know the strides they have made in meeting their goals, as well as,
64
where school efforts are falling short. Highlighting positive gains sustains momentum amongst building-
level administrators and teachers; and identifying shortfalls provides a valuable feedback mechanism for
introducing corrective measures for existing programs and practices (Waters and Marzano, 2006).
Administrative Leadership
Resource Allocation
Effective superintendents must ensure that the necessary resources, including time and money, are
allocated to meet program needs and accomplish district’s goals (Waters and Marzano, 2007). Those
programs which have been implemented to accomplish the goals for achievement and instruction need to
receive adequate budget allocation (Bjork, 1993). Furthermore, all staff needs to be provided with
relevant and adequate information regarding programs, strategies, goals, and objectives (Holdaway and
Genge, 1995).
Staff Selection
Superintendents need to be involved in the selection of district and building level faculty and staff.
Murphy and Hallinger (1986) found in their analysis of superintendents of effective school districts that
superintendents were often involved in the selection of new teachers and nearly always involved in the
selection of new administrators. Superintendents need to be a key factor in the establishment of selection
criteria and procedures for the selection of staff. It is also the role of superintendents to buffer schools
and principals from making selections which are inconsistent with the district’s established criteria.
Studies have also shown that direct involvement in the recruitment and selection of professional staff, if
the size of the district makes this feasible, has an effect on the quality of the district’s instructional
program (Bjork, 1993; Murphy and Hallinger, 1986). However, a balance must be maintained between
district control and local autonomy in the selection of new staff. Statistics from one study conducted by
Zigarelli (1996) reveal that the more autonomy a principal has in personnel decisions, the greater
students’ school performance will be. Therefore, a superintendent should be involved in the process of
staff selection, but should not dominate control over the process.
Supervision and Evaluation
Supervision and evaluation of principals and staff are two key roles of a superintendent. That means that
superintendents need to be present at schools to supervise and monitor staff and evaluate the extent to
65
which the strategies of the district and school are being implemented, and the effectiveness of the
strategies in achieving district goals and objectives. According to Murphy, Hallinger, and Peterson
(1985) superintendents of effective school districts were personally responsible for the supervision and
evaluation of school building principals. Effective superintendents also set up regular meetings with
principals to discuss the important needs of the schools, to review the site-level observation from the
superintendents’ visits, and to focus on improving instructional programs. Superintendents should also
standardize teacher evaluation procedures across school districts, and ensure that teacher evaluation
objectives closely correlate with school objectives.
Defined Autonomy
Research has shown that superintendents need to strike a balance between district and building-level
control in a number of school-related matters. According to Waters and Marzano (2007) effective
superintendents provide principals with “defined autonomy,” that is, setting clear, non-negotiable goals
for learning and instruction, while providing school leadership teams with the responsibility and
authority for determining how to meet those goals. In a survey of superintendents of effective school
districts conducted by Holdaway and Genge (1995), all of the superintendents surveyed reported that
being an effective delegator is means for superintendents to provide educational leadership.
Political Leadership
Conceptions of Power
Being an effective leader involves an in-depth understanding of how power operates and a specific
approach to exercising power. As has been previously mentioned, educational leadership programs are
increasingly promoting facilitative or distributive leadership based upon the idea that superintendents
should share power with boards and school administrators; rather than wield power over these agents
(Mountford, 2004; Leithwood, 1995). Sharing power allows the development of partnerships and
strengthens the commitment to reform within the school district.
Superintendent-School Board Relations
Literature on superintendent and school board relationships continue to emphasize the power struggles
that ensue between the superintendent and “pressure groups” within the board (Mountford, 2004).
66
Superintendents need to be savvy in knowing how to recognize and resist pressure groups or the
individual interests of board members, especially when these interests work towards the detriment of
district progress. According to Glass superintendents are called upon to be “professional advisors”
(2000: 25) to board members and objectively present information and outline possible gains and
consequences of proposed actions. Not only do strained superintendent-board relationships create added
stress for the superintendent, but it can also weaken commitment and support for district policies. Thus,
superintendents must actively work to develop “functioning coalitions” with school boards, as well as
local and state education agencies, through good interpersonal and communication skills. In fact Glass
(2000) states that superintendents have much to gain in the way of support and better working
relationships, by scheduling one-on-one meetings with board members.
Political Astuteness and Role Modeling
Included in the ISLLC standards is the need for superintendents to cultivate an “understanding [of] the
socioeconomic, legal, political and cultural contexts of schools” (Bjork, 2001), because schools are
political institutions and play a significant role in the political arena (Glass 2000). Superintendents must
be politically astute and need to gauge the political climate in their local communities and learn how to
negotiate this environment. As effective leaders superintendents must uphold social justice and
democratic values and need to “ensure that the voices of all citizens are valued” (Bjork, 2001: xi). In
addition, they must be publicly visible as moral leaders and role models of professionalism to build
political support and be able to influence policymaking at the local and state level (Glass, 2000).
According to Leithwood, “superintendents have a lot of experience with politics. Politics seems a natural
part of the job as it is usually defined. Among the most frequent contacts superintendents have on the
job are interactions with their political masters. So, starting with the politics of the job and trying to
fashion education from it is more like using the rudder of a boat to steer the best course” (1995: 6).
Instructional Leadership
Staff Development
According to Murphy and Hallinger (1986) superintendents of effective school districts were active in
the selection of staff development programs for their district. These professional development programs
need to closely parallel the district’s focus in curriculum and instruction. In the survey of
67
superintendents conducted by Holdaway and Genge (1995), superintendents reported that being an
example to your staff was a primary means of being an effective leader. Superintendents who are
focused on non-negotiable goals related to student achievement and classroom instruction will serve as a
model to faculty and staff.
Defining an Instructional Framework
An articulated framework of curricular and instructional focus is essential in maintaining effective
schools and districts. It is the role of the superintendent to ensure that such an instructional and
curricular focus is both established and monitored. The superintendent must work with staff to develop a
preferred approach to instruction and system wide curricular expectations (Murphy and Hallinger,
1986). In their study, Murphy and Hallinger reported that many of the superintendents established
preferred methods of teaching or a preferred instructional philosophy. Furthermore, the superintendents
reported having influence in the curriculum used at the schools in their district. For example, the
superintendents in districts that used standardized tests reported that the schools were required to use the
district selected instrument (Murphy and Hallinger, 1986).
Reinforcing Priorities
Curricular and instructional goals, once established, must be continually reinforced in order that they
remain the focus of the school and district throughout the year. A primary means of reinforcing
priorities is through consistency of operations in the school system. Superintendents need to be key
actors in sustaining a high degree of internal consistency throughout the district in curriculum and
instruction (Murphy and Hallinger, 1986). In order to do this, Murphy and Hallinger suggest the
implementation of important socialization patterns which reinforce consistency in integral school
operations. Another way for superintendents to reinforce the priorities established by schools and
districts is through being present and visible at schools. This means spending time in schools interacting
with principals, teacher, and students on everyday activities (Holdaway and Genge, 1995). School visits
by superintendents should be used to review curriculum and instruction, as well as facilities; to build
school culture through communication, team building, and problem resolution; and to act as a role
model and supervisor. In a 1994 study, Zigarelli reported that better relations and tighter coupling
between administration and the classroom culminates in more productive teachers and greater student
achievement. Although a follow up study conducted in 1999 failed to scientifically link the two factors,
68
the presence of superintendents at schools does serve as a reminder of the priorities and goals
established as a focus by the district.
Professional Development
Workshops, Coaching and Mentoring
Both novice superintendents as well as experienced superintendents have much to gain from in-service
professional development, since workshops, seminars, and coaching and mentoring programs allow for
the acquisition of new skills, competencies and a knowledge base for applying problem-solving
strategies for routine and non-routine problems (Bjork, 2001). Both workshops and coaching programs
offer the opportunity for superintendents from different districts to dialogue with each other and to
engage in reflective practices. Superintendents need to acquire skills and capacities that enable them to
foster team-building, professional development and collaborative relationships as “attention to the
building and maintenance of caring relationships through the organization will be transformed into
student academic and social growth” (Grogan, 2002: 243). Such professional development activities also
allow superintendents to build a supportive network of peers, whereby mentors are able to provide
feedback on proposed action plans and help novice superintendents strategize about how to solve
problems within their districts. In addition, these programs become sites whereby superintendents are
intellectually stimulated and are able to develop and discuss innovative programs and action plans.
Engaging in reflective practices allow for professional growth for both novice as well as senior
superintendents.
Although not a specific leadership domain, it is also important to briefly discuss superintendent tenure in
a discussion. Many scholars continue to reiterate the crisis in the superintendency, which is
characterized by an increasing rate of superintendent turnover; a decrease in the number of candidate
applying for the superintendency and a lack of well qualified applicants (Grogan, 2002). While
superintendent tenure is not a clear leadership domain it still must be mentioned that researchers have
found correlations between tenure and student achievement. Waters and Marzano (2006) found that
superintendent tenure in a district is positively correlated (.19) to student achievement and state “this
finding implies that the longevity of the superintendent has a positive effect on the average academic
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achievement of students in the district. These positive effects appear to manifest themselves as early as
two years into a superintendent’s tenure” (2006: 14).
Works Cited (Literature Review)
Björk, L. (1993). Effective schools effective superintendents: The emerging instructional leadership role. Journal of School Leadership, 3 (3), 246-259.
Eadie, D. (2003). Eight keys to an extraordinary board-superintendent partnership. Lanham, MD; Oxford: The Scarecrow Press, Inc.
Glass, T. & Franceschini, L. (2007). The state of the American school superintendency: A mid-decade study. Lanham, MD: Rowman & Littlefield Education, and American Association of School Administrators.
Harris, S. (2009). Learning from the best: Lessons from award-winning superintendents. Thousand Oaks, CA: Corwing, and American Association of School Administrators.
Holdaway, E. & Genge, A. (1995). How effective superintendents understand their work. In K. Leithwood (Ed.), Effective school district leadersip: Transforming politics into education. New York: State University of New York Press.
Murphy, J. & Hallinger, P. (1986). The superintendent as instructional leader: Findings from effective school districts. Journal of Educational Administration, 24 (2), 213-236.
Murphy, J., Hallinger, P., & Peterson, K. (1985). Supervising and evaluating principals: Lessons from effective districts. Educational Leadership, 43 (2), 78-82.
Sweeny, J. (1982). Synthesis on effective school leadership. Educational Leadership, 2, 18-20.
Thomas, J. (2001). The public school superintendency in the twenty-first century: The quest to define effective leadership. Report No. 55. The Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.
Waters, T. & Marzano, R. (2007). School district leadership that works: The effect of superintendent leadership on student achievement. ERS Spectrum, 25 (2), 1-12.
Zigarelli, M. (1996). An empirical test of conclusions from effective schools research. The Journal of
Educational Research, 90, 103-110.
70
Bibliography (Domain Section)
Björk, L. (1993). Effective schools effective superintendents: The emerging instructional leadership role. Journal of School Leadership, 3 (3), 246-259.
Brunner, C. and L. Björk (2001) “The new superintendency” Volume 6 of Advances in research and
theories of school management and educational policy Volume 6 of Studies in the Development of Accounting Thought Emerald Group Publishing, 2001
Glass, T. (2000). The 2000 study of the American school superintendency: America’s education leaders
in a time of reform. Arlington, VA: American Association of School Administrators. Glass, T. & Franceschini, L. (2007). The state of the American school superintendency: A mid-decade
study. Lanham, MD: Rowman & Littlefield Education, and American Association of School Administrators.
Grogan, M. and R. Andrews. “Defining Preparation and Professional Development for the
Future”.Educational Administration Quarterly Vol. 38, No. 2 (April 2002) 233-256 Holdaway, E. & Genge, A. (1995). How effective superintendents understand their work. In K.
Leithwood (Ed.), Effective school district leadersip: Transforming politics into education. New York: State University of New York Press.
Leithwood, K. (1995). Effective school district leadersip: Transforming politics into education. New
York: State University of New York Press. Maduakolam, I. & Bailey, S. (1999). A study of superintendents’ change leadership styles using the
situational leadership model. American Secondary Education, 27 (4), 22-32. Mountford, M. (2004) Motives and Power of School Board Members: Implications for School Board-
Superintendent Relationships Educational Administration Quarterly 40; 704 Murphy, J., Hallinger, P., & Peterson, K. (1985). Supervising and evaluating principals: Lessons from
effective districts. Educational Leadership, 43 (2), 78-82. Musella, D. (1995). How CEOs influence school district culture. In K. Leithwood (Eds.) In K.
Leithwood (Ed.), Effective school district leadership: Transforming politics into education (pp.223-244). New York: State University of New York Press.
Myers, M.D. (1992). Effective schools and the superintendency: perceptions and practice.
Contemporary Education, 63 (2), 96-101. Thomas, J. (2001). The public school superintendency in the twenty-first century: The quest to define
effective leadership. Report No. 55. The Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.
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Waters, T. & Marzano, R. (2007). School district leadership that works: The effect of superintendent
leadership on student achievement. ERS Spectrum, 25 (2), 1-12. Zigarelli, M. (1996). An empirical test of conclusions from effective schools research. The Journal of
Educational Research, 90, 103-110.
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The contents of this publication were developed with the assistance of Supporting Effective Instruction, Title II, Part A federal funds from the Alaska Department of Education & Early Development. However, these contents do not necessarily represent the policy of the Department of Education & Early Development, nor endorsement by the Federal Government.
Appendix A: Annotated Bibliography
Björk, L. (1993). Effective schools effective superintendents: The emerging instructional leadership role. Journal of School Leadership, 3 (3), 246-259.
Bjork’s article, “Effective Schools-Effective Superintendents: The Emerging Instructional Leadership Role,” analyzes the scholarship of the emerging role that superintendents play in instructional leadership. Bjork states that superintendents enact their instructional leadership roles through a broad array of activities, including staff selection, principal supervision, establishing clear instructional goals, monitoring instruction, and financial planning for instruction to improve instruction.
Eadie, D. (2003). Eight keys to an extraordinary board-superintendent partnership. Lanham, MD; Oxford: The Scarecrow Press, Inc.
In his book, 8 Keys to an Extraordinary Board-Superintendent Partnership, Doug Eadie emphasizes the importance of a strong working relationship between the school board and the superintendent; he argues that the top priority of the superintendent is to maintain a close, positive, productive and enduring relationship with the board. His eight keys to doing so are: 1) Put partnership at the top of your list: building and maintaining a partnership with the school board should be a high priority for superintendents; 2) Specialize in the governing “business”: superintendents need to be an expert in every facet of governing in order to cultivate a solid partnership with the board; 3) Empower your board: superintendents need to actively involve the board in “high-impact governing” that makes a visible difference in the affairs of the district; 4) Turn board members into owners: superintendents need to meaningfully involve the board in generating the governing products of the district in order that the board takes ownership for their work; 5) Spice up the governing stew: superintendents should attempt to make the work of governing more inspiring and interesting for board member in order to counteract the effects of the demanding work of governing; 6) Get your senior administrator on board: a strong partnership with the board requires that senior administrators of the district are committed to the governing principles of the superintendent and are knowledgeable and actively involved in working as a team on board-related matters; 7) Keep expectations in sync: there must be clearly defined performance expectations for superintendents, as well as regular assessments of the superintendent’s performance against these expectations; and 8) Stay on the high-growth path: a close and productive board-superintendent partnership depends on the superintendent’s growth and change in response to advances and changes in personnel and governance.
Glass, T. & Franceschini, L. (2007). The state of the American school superintendency: A mid-decade study. Lanham, MD: Rowman & Littlefield Education, and American Association of School Administrators.
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In their article “The State of the American School Superintendency”, Glass and Franceschini presented the results of a survey of 1,338 superintendents across the country. According to the authors, the superintendency is an increasingly “people” type of position with superintendents saying that lack of interpersonal communication skills among district staff is the factor most limiting their effectiveness. At the same time, they say that presence of interpersonal communication is the most important factor helping their effectiveness. Thus, interpersonal relations is the key factor both facilitating and restricting superintendents’ effectiveness. Factors that contribute to superintendent effectiveness include: Interpersonal skills (37% of respondents), Board of education (16%), Central office team (15%), School principals (13%), Personal support system (7%). Factors that inhibit superintendent effectiveness include: inadequate financing of schools (29%), Too many insignificant demands (19%), State and federal mandates (16%), Board of education (13%), Teachers union (6%), Collective bargaining agreements (6%). As an additional note, the authors emphasized the importance of the working relationships between boards and their superintendents; if the relationship is harmonious, more energy is usually focused on building programs rather than defending present programs and practices. A total 39% of the superintendents said that they had received no mentoring before becoming a superintendent; 33% indicated the superintendent in their previous district had provided some mentoring perhaps helping to smooth the way in their first position; and 22% said another superintendent had provided mentoring assistance. On the other hand, the authors did note that formal professional development activities for superintendents generally are available through professional associations and the state department of education. Superintendents were also asked to indicate which areas of professional development they believed might make them more effective. The two most often selected topics were strategic planning (39%) and systemic thinking (45%). Supers also chose instruction, assessment, and data management (33%) and public relations and communications (33%) as needed professional development areas. Superintendents strongly believe that the 8 domains listed should be part of a superintendent evaluation: Lead and manage personnel effectively; manage fiscal activities effectively; manage administrative and facilities functions effectively; foster effective school-community relations; relate effectively with school board; foster a positive district/school climate; stimulate, focus, and support improvement of classroom instruction; respect diversity and promote equality of opportunity.
Harris, S. (2009). Learning from the best: Lessons from award-winning superintendents. Thousand Oaks, CA: Corwing, and American Association of School Administrators.
In her book, Learning from the Best, Sandra Harris presents the opinions of 22 current and former superintendents on what it takes to be a successful and effective superintendent. In her introduction Harris provides general skills and qualities all superintendents need to have in order to be successful. She writes that qualified superintendents manage an entrenched bureaucracy; develop a multi-million dollar budget; know how to deal with a demanding community and aggressive press; has a mission,
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leadership skills, political smarts, and management prowess; is an inspiring leader; will improve teacher quality; is committed to the advancement of children; and has superior insight, courage, and great work ethic. A superintendent must understand instruction, know how to use data, be able to interpret accountability measures, provide resources, be visible, empower risk takers, encourage collaboration, lead diverse groups of stakeholders, be devoted to students, have strong interpersonal skills, build community relationships and work with the school board.
Holdaway, E. & Genge, A. (1995). How effective superintendents understand their work. In K. Leithwood (Ed.), Effective school district leadersip: Transforming politics into education. New York: State University of New York Press.
In “How Effective Superintendents Understand their own Work,” Holdaway and Genge present their findings from a survey study conducted of the thirteen most effective superintendents in Alberta, Canada. These superintendents were chosen as such by a panel of fourteen judges, each of whom had their own criteria of effectiveness. In the survey, responding superintendents were first asked to identify their highest priorities, and planning emerged as the most commonly identified priority area, followed by providing appropriate programs. In regards to questions regarding how superintendents provided educational leadership, all superintendents mentioned being action-oriented and being an effective delegator; other answers included being an example (6 responses), involving all stakeholders (5), and providing people with adequate and relevant information. Superintendents also identified factors contributing to their effectiveness. The most common personal factor was having skills in dealing with people (6), having a sense of direction (3), having a sound knowledge base (3), and being politically astute (2). In sum, effective superintendents were “acutely aware of the political environment, had clear understandings of their relationships with their school boards, saw the need to communicate effectively with relevant publics, and intentionally made time available to visit their schools.” Holdaway and Genge note that superintendents had a clear vision for their systems that they were able to translate into mission statements, goals, and objectives, all with a student focus. They also noted that a concern for and about people emerged as a dominant theme in the study; superintendents believed that people wanted to be involved and to participate in decision making and that this involvement would lead to feelings of ownership in the enterprise. Thirdly, superintendents were interested in curriculum and instructional matters, which led them to spend considerable time in schools interacting with principals, teachers and students on everyday activities (in essence, being present and visible at school sites).
Murphy, J. & Hallinger, P. (1986). The superintendent as instructional leader: Findings from effective school districts. Journal of Educational Administration, 24 (2), 213-236.
In the article “The Superintendent as Instructional Leader: Findings from Effective School Districts,” Murphy and Hallinger examine how instructional leadership is exercised by superintendents in effective
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school districts. The authors interviewed 12 California school superintendents from what they defined as “instructionally effective school districts.” Their findings reveal that the superintendents in these districts were actively involved in managing and directing technical core activities in their districts, using a variety of both direct and indirect leadership tools. Specifically, the authors found that superintendents 1) controlled the development of goals both at the district and school levels; 2) were influential in establishing procedures for the selection of staff; 3) took personal responsibility for the supervision and evaluation of principals; and 4) established and regularly monitored a district wide instructional and curricular focus.
Murphy, J., Hallinger, P., & Peterson, K. (1985). Supervising and evaluating principals: Lessons from effective districts. Educational Leadership, 43 (2), 78-82.
Murphy, Hallinger, and Peterson, in the article “Supervising and Evaluating Principals: Lessons from Effective Districts,” presents the findings of a study conducted of twelve school districts, chosen on the basis of consistent excellence on student achievement scores. In all but the two largest districts the superintendent was personally responsible for supervising and evaluating principals. All 12 superintendents were very active in visiting schools. The range of visits was from a low of 45 to a high of 875 visits per year across all schools in a district. Superintendents at these schools reported spending, on average, approximately ten percent of the total work year on school campuses, a substantially greater percentage than that found in a random sample of elementary school districts in one state in a separate study (Peterson, 1983). While superintendents relied on both planned and impromptu visits, they reported that, more often than not, site personnel did not know when they would be visited. Ten of the twelve superintendents rated the visits as very important and one as fairly important. Superintendents performed 3 different sets of activities as they visited schools: 1) Review activities, such as review of curriculum and instruction, facilities review, and, perception checking; 2) Culture building, such as communication, team building, problem resolution, and, knowledge building; and 3) Supervisory activities, such as role modeling and direct supervision. As part of the supervision process, superintendents met regularly with individual principals, usually between 3 and 6 times per year. Additional meetings between the superintendent and principals to discuss specific problems or review the superintendent’s observations after site-level visits were also frequent. In sum, the superintendents are actively involved in the supervision and evaluation process in 11 of the effective districts and function as the primary supervisor in 10 of those 11. They act as highly visible leaders on school campuses, are intensely interested in curriculum and instructional matters, and spend a good deal of time supervising principals. They appear to be key agents in linking schools and district offices.
Sweeny, J. (1982). Synthesis on effective school leadership. Educational Leadership, 2, 18-20.
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James Sweeny’s article, “Research Synthesis on Effective School Leadership,” is centered on school principal leadership and provides six leadership behaviors that have been consistently associated with schools that are well managed and whose students achieve. Effective principals: 1) emphasize achievement, 2) set instructional strategies, 3) provide an orderly atmosphere, 4) frequently evaluate student progress, 5) coordinate instructional programs, and 6) support teachers. While these six tenets are principal-oriented, they may possibly be generalized for all school administrators to consider.
Thomas, J. (2001). The public school superintendency in the twenty-first century: The quest to
define effective leadership. Report No. 55. The Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.
In “The Public School Superintendency in the Twenty-First Century: The Quest to Define Effective Leadership,” Janet Thomas defines, not characteristics, but challenges that superintendents are likely to encounter in their role as educational leaders. Thomas finds that there are three main challenges of superintendent’s leadership: 1) Instability: Greater demand for accountability coupled with the increasing politicization of the superintendent has made superintendent turnover a major source of concern. 2) Politics: The shifting racial composition of inner-city districts and the dramatic rise in African American and Hispanic populations challenged the legitimacy of local school governance and called for greater racial representations within top-level management. 3) Superintendent and School Board Relations: As more emphasis was placed on effective school district leadership, the relationship between school boards and their superintendents became more critical. The dynamics of this interaction is the single most important factor contributing to their ability to effectively govern the district.
Waters, T. & Marzano, R. (2007). School district leadership that works: The effect of superintendent leadership on student achievement. ERS Spectrum, 25 (2), 1-12.
Waters and Marzano, in their article “School District Leadership that Works” present the results of a meta-analysis of the characteristics of effective superintendents. The authors found five district-level leadership responsibilities that have a statistically significant correlation with average student academic achievement. 1) Collaborative goal-setting: effective superintendents include all relevant stakeholders in establishing goals for their districts. 2) Non-negotiable goals for achievement and instruction: effective superintendents ensure that the collaborative goal-setting process results in non-negotiable goals in at least two areas: student achievement and classroom instruction. 3) Board alignment and support of district goals: the local board of education is aligned with and supportive of the non-negotiable goals for achievement and instruction, and ensures these goals remain the primary focus of the district’s efforts. 4) Monitoring goals for achievement and instruction: effective superintendents monitor district progress toward achievement and instructional goals to ensure that these goals remain the driving force behind the district’s actions. 5) Use of resources to support achievement and instruction goals: effective superintendents ensure that the necessary resources are allocated to accomplish the district’s goals.
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The authors also found that length of superintendent tenure in a district positively correlates to student achievement. Furthermore, statistics show that effective superintendents provide principals with “defined autonomy,” i.e., setting clear, non-negotiable goals for learning and instruction, yet providing school leadership teams with the responsibility and authority for determining how to meet those goals.
Zigarelli, M. (1996). An empirical test of conclusions from effective schools research. The Journal
of Educational Research, 90, 103-110.
According to Michael Zigarelli, in the article “An Empirical Test of Conclusions from Effective Schools Research” all of the effective schools research concluded that principals with strong leadership skills and a willingness to actively participate in the classroom create better schools. Statistics from Zigarelli’s study strongly supports the notion that the more autonomy a principal has in such personnel decisions, the greater students’ school performance will be. However, it cannot be concluded from his study that active principals in general necessarily lead to better schooling. Support from and cooperation with the superintendent, the school board, and the central office are often cited as contributing to better schooling. In an earlier study (Zigarelli, 1994), Zigarelli reported that better relations and tighter coupling between administration and the classroom culminates in more productive teachers and greater student achievement. In the current study, the quality of relations among the administration, the school, and its teachers was not related to achievement. This was the case whether relations variable were separated or interacted. The same was true for the teacher empowerment constructs: teacher influence in school policy, classroom policy, and course content. None of these variables approached significance in either direction.
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Mentor Resources
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Rehearsal Conversations
Elite performers say that their practices have to be so rigorous and true-to-life that by the time they get into true competition, game or match, their performance is almost automatic. If you practice well, slight changes in a performance or game time activity won’t throw you off. To the contrary, if you haven’t rehearsed enough, little things can have a big negative impact on performance.
Types of challenges that likely need rehearsal: 1. Changes in assessments being used, system-wide 2. Adoption and expectation of use of common curricula, materials 3. Expectation that all struggling students will receive additional intervention support 4. Expectation for frequent collaboration with colleagues 5. Expectation of public sharing of data and student performance results 6. Expectation of delivering instruction differently than previously implemented
Rehearsal Conversations
Identify key message needed
List potential pitfalls or ideas that may create
dissonance
Anticipate who might be
bothered by the change
Select key vocabulary that
the message needs to contain
Sequence the key ideas within the
conversation
Practice conversation
with colleague
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Example of Rehearsal Cycle
1. Key message to be delivered- • Results from universal screening will be discussed and shared during collaborative
meetings 2. Potential Pitfalls
• Teachers are fearful that their students’ results will not look strong • Teachers do not trust and philosophically believe in the assessment measure • Teachers are not sure how to interpret the results and do not want to be embarrassed
in front of their peers • Teachers didn’t give the assessments and don’t want that to be noticed in the group • Teachers do not know how to retrieve the data displays and are too uncomfortable to
ask for help 3. Who might be bothered by this conversation and meeting
• Second and Fifth grade teachers 4. Key vocabulary or phrases that I want to use
• Supporting all of our students • Celebrating what our students can do • New experience for all of us • Opportunity for us to learn together • No blame and team support • Any and all questions are safe and accepted • I am learning alongside each of you
5. Sequence of conversation • Beginning a process of collaboratively reviewing student progress • Results will be shared amongst our grade level teams • Goal is to provide collegially support, examine what is really happening with student
performance and organize ourselves to support student learning in a stronger way • A few guidelines for our work (no blame, focus on students, solution focused, fact the
facts) • Learning beside you and committed to the process of looking closely at what our
students can do. • In order to have a collaborative, efficient meeting, here are the things I expect.
o Each teacher brings ( ) data to the meeting o We will use protocols for our discussions o We will analyze the data in a similar sequence each time o We will start meetings right on time o Your attendance is expected
6. Practice the conversation with a colleague if possible
87
Fostering Smart Groups (revised with permission) Arthur L. Costa
and
Robert J. Garmston
Given the reality that group development is dynamic, not linear; following are some strategies
for skillful leaders to employ in working toward developing smarter groups that embrace
positivity, inquiry, and effective collaboration.
To develop shared understanding and be ready to take collective action, working groups need
knowledge and skill in two ways of talking. One way of talking — dialogue — leads to
collective meaning making and the development of shared understanding. The other way of
talking — discussion — leads to decisions that stay made.
Dialogue honors the social-emotional brain, building a sense of connection, belonging and
safety. As a shape for conversations, it connects us to our underlying motivations and mental
models. This way of talking forms a foundation for coherent sustained effort and community
building. In dialogue, we hear phrases like, “An assumption I have is . . . ,” and “I’d be curious
to hear what other people are thinking about this issue.”
Discussion, in its more skillful form, requires conversation that is infused with sustained critical
thinking, careful consideration of options and respect for conflicting points of view. This way of
talking leads to decision making that serves the group’s and school’s vision, values and goals. In
discussion, we hear phrases like, “We need to define the problem we are solving before jumping
to solutions,” and “I’d like to see the data that these assumptions are based on before we go
much further.”
8. The Path of Dialogue
Dialogue is a reflective learning process in which group members seek to understand one
another’s viewpoints and deeply held assumptions. The word dialogue comes from the Greek
dialogos. Dia means “through” and logos means “word.” In this meaning making through words,
group members inquire into their own and others’ beliefs, values and mental models to better
understand how things work in their world. In dialogue, listening is as important as speaking. For
skilled group members, much of the work is done internally.
Dialogue creates an emotional and cognitive safety zone in which ideas flow for examination
without judgment. Although many of the capabilities and tools of dialogue and skilled discussion
are the same, their core intentions are quite different and require different personal and collective
monitoring processes.
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Monitoring Dialogue
Mindful group members pay attention to three essential elements during productive dialogue.
They monitor:
themselves
the processes of the dialogue
the new whole that is emerging within the group.
Self
Dialogue is first and foremost a listening practice. When we “listen to our listening,” we notice
whether we are internally debating with the speaker, reviewing our mental catalogue of related
information and personal anecdotes or composing a response. Noticing these common internal
processes allows us to switch them off so that we can hear others without judging.
Dialogue requires choice making. Typical choices include how and when to talk:
Do we paraphrase prior comments to check for understanding and/or synthesize?
Do we inquire into the ideas and assumptions of others?
Do we put a new idea or perspective on the table to widen the frame?
Suspension is an essential internal skill in dialogue. To suspend judgment, group members
temporarily set aside their own perceptions, feelings and impulses and carefully monitor their
internal experience. Points of personal conflict can easily emerge when we believe that others
are not hearing us or that they are distorting our point of view. Points of conflict also surface
when our own values conflict with those of a speaker. These areas of discomfort influence our
listening and our responses, which in turn influence the thoughts and behaviors of other group
members.
Process
Dialogue as a process requires focusing on the goal of developing shared understanding. In our
action-oriented work environments, this is often countercultural. Yet, in every group with which
we’ve worked, all the participants could recite examples of decisions that were poorly conceived,
poorly communicated, simply ignored or, in the worst cases, violated by many organizational
members without consequence. At the root of all these stories were group processes that were
not thought out, but rather often hurried and inappropriately facilitated. The rush to action
pushed unclear decision-making processes and timelines onto the group without sufficient
attention to developing a shared understanding of both problems and solutions.
Understanding as the Outcome
Well-crafted dialogue leads to understanding. This is the foundation for conflict resolution,
consensus and professional community. Decisions that don’t stay made are often the result of
group members feeling left out and/or having their ideas discounted by the group. Dialogue gives
voice to all parties and all viewpoints.
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9. The Path of Discussion
Discussion, in its Latin root discutere, means “to shake apart.”
It focuses on the parts and their relationships to one another — the causes, the effects and the
ripple effects of proposed actions and solutions. In its most ineffective form, discussion consists
of serial sharing and serial advocacy without much group-member inquiry into the thinking and
proposals of others. Participants attempt to reach decisions through a variety of voting and
consensus techniques. When discussion is unskilled and dialogue is absent, decisions are often
low quality, represent the opinions of the most vocal members or leader, lack group commitment
and do not stay made.
Three elements shape skilled discussions:
clarity about decision-making processes and authority
knowledge of the boundaries surrounding the topics open to the group’s decision making
authority
standards for orderly decision-making meetings-most meetings are, in fact, structured
discussions.
Monitoring Discussion
Mindful group members pay attention to three essential elements during productive discussion.
They monitor:
themselves
the processes of skilled discussion
the details of the problem-solving, planning and decision-making processes in which they
are engaged
Self
Productive discussions require group members to have emotional and mental flexibility. When
our goal is to influence the thinking of others and we give up the model of “winning and losing,”
we are more able to notice our thoughts and actions, and the effects of those thoughts and actions
on others.
From the balcony, we can make the most strategic choices about how and when to participate;
Should I advocate or should I inquire?
At what points should I press?
When should I probe for detail or let go?
How might I phrase an idea for greatest influence?
These are the same internal skills that teachers employ when they monitor and adjust in their
classrooms.
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Process
Skilled discussion as a process requires mindfulness about focusing on one topic and applying
one process tool at a time. When topics and processes blur, group members lose focus. To
maintain focus requires clear structure, purposeful facilitation, impulse control on the part of
individual group members and recovery strategies if the group strays off course.
Effective group members share responsibility with the facilitator for maintaining the flow of the
discussion, for encouraging other group members to share knowledge and ideas, for hearing and
exposing points of confusion or murkiness.
Decision as the Outcome
Decision, in its Latin root decidere, means “to cut off or determine.” In practice this means to cut
off some choices. The purpose of discussion is to eliminate some ideas from a field of
possibilities and allow the stronger ideas to prevail. Groups must learn to separate people from
ideas in order for this to work effectively. If individuals “own” ideas, then to cut the idea away is
the same as cutting the person away. Ideas, once stated, should belong to the group, not to
individuals. In this way they can be shaped, modified and discarded to serve the group’s greater
purposes
Notes:
91
The word “boss” often carries a negative connotation, while the word“leader” is positive. All of us aspire to be leaders, not bosses. But using theword “leader” here would invite attention away from a seldom-explored re-ality: To be a leader in an organization, you must first be comfortable in a po-sition of authority — as a boss. To gain comfort, as well as confidence andcompetence as a boss, you’ll face a number of predictable interpersonal andemotional growth challenges that you must use to expand your mind-and-skillset rather than retrench into defensiveness.
THE DYNAMICS OF AUTHORITY
As a first time principal or administrator, you’ll be on the receiving end ofthe dynamics of authority in your interaction with others, those who reportto you and others whose lives are touched by your decisions. How will youknow the dynamics of authority? When you’re with people who work underyou, you’ll see, hear, and feel conversation change from inclusion to exclusionin words, tone, demeanor, and content. People will:
• Wait for you to speak;• Speak to you, not others in a meeting;• Change the subject when you enter a room;
• Talk in a different tone, often about different content than before youwere boss;
• Constantly interpret what you say, often attributing consciousnegative intent;
• Scour your words for inconsistencies, contradictions,double-meanings, misstatements, and mistakes;
• Quote you mistakenly and out of context;• Give you feedback that makes no sense and is very
hurtful;
First Time in a Position
of AuthorityBeginning school administrators face a predictable set
of professional challenges that are very personal. By
addressing these challenges as opportunities for
learning and growth, new administrators can become
leaders.
BY BARRY JENTZ
56 Kappan September 2009 pdkintl.org
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• Attribute words and ideas to you that youdon’t recognize;
• Assume that you have much more power tochange people and things than you actually do;and
• Say to you, “And what are you going to doabout that!”
When you interact with people who don’t reportto you but must live with the consequences of yourdecisions (parents and others in the community),you’ll find that people will sometimes:
• Demand that you do what they want, quiteapart from reason;
• Threaten to “go over your head”;• Invite you to events solely because of your
role;• Expect you to be instantly available and always
accessible;• Gang up on you to exercise influence;• Criticize you in public e-mails, letters to the
editor, etc.;• Defer to you in public and work against you in
private; and• Say wonderful things about you and give you
gifts.
CONFUSION IS THE NAME OF THE GAME
In your intrapersonal world, you’ll suddenlyspend a lot time with the onerous task of wonderingwhether others are reacting to you or to your role asan authority figure. The task is onerous becauseyou’ll inevitably be thrown back on yourself as neverbefore and experience a heightened questioning ofhow much of what is going on is “me” and how muchis “them responding to my role” or the “situation.”
Answers to the questions raised by the dynamicsof authority won’t come quickly or easily, so you’llspend more of your internal time confused. Yourconfusion will be exacerbated by the simple fact thatyou’ll face lots of problems that are inherently con-fusing because they don’t have easy, technical an-swers (Heifetz and Linsky 2002). Initially, you’ll tendto be unaware of your confusion or ashamed of it, soyou’ll hide it and bluff, deny, blame, or take charge,reacting to complex problems with easy, technicalanswers, which won’t work. As a result, you’ll bemore confused. So, you’ll need to look inward andtake on the task of discovering and changing your at-titude toward confusion so that you experience it not
as a liability but as a resource, as a starting place forpersonal and organizational learning (Jentz andMurphy 2005).
FEELING POWERLESS IS PREDICTABLE
Your confusion may be compounded by the un-settling discovery that a position of authority actu-ally leaves you feeling powerless to accomplish thesignificant things that led you to take the position inthe first place. Occasions for this unsettling discov-ery will be the refusal of people who report to youto respond to your positive intentions, directives,and powers of persuasion. Such occasions can bemany and varied. Only a few examples are: You maybe an outsider who is taking over a position in a sys-tem where insiders were regularly promoted; you
may be an insider who must supervise your friendsor a young person who must supervise older people;you may not believe in political appointments andyet work where political appointments are the norm;and, without fail, you’ll have to supervise poor-per-forming people who will have power to frustrateyour efforts to get them to change. All of these sit-uations arouse feelings of powerlessness that arejolting, not because you can’t anticipate them inyour mind, but because of the depth of the pain.
Other occasions will arouse feelings of powerless-ness, in particular those occasions where you discoverthat your new position doesn’t give you the freedomto act alone, for example, to correct the obvious mis-takes you saw made by your prior boss or the ridicu-lous deficiencies in the organization that were so clearto you in your position as an individual contributor.Where you expected to get things done independ-ently through the authority of your position, you’llfind instead that your ability to get things done de-pends on people outside of your unit of the organiza-tion, over whom you have no control. Expecting thefreedom of acting alone, you’ll encounter the restric-tion of interdependence (Hill 2007) and the conse-quent need to consult and build relationships. Thatreality of interdependence and its restrictions willtrigger frustration and feelings of powerlessness.
Feeling powerless doesn’t have to result in behav-
pdkintl.org V91 N1 Kappan 57
BARRY JENTZ is a partner at Leadership and Learning Inc.and also an adjunct lecturer at the Harvard Graduate School ofEducation, Cambridge, Mass.
New leaders may experience the unsettling discovery that a position ofauthority actually leaves them feelingpowerless to accomplish the significantthings that led them to take the position in the first place.
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93
ing as if you are, in fact, powerless and must forfeityour hopes for improving performance. Curiouslythough, you must respect your unwanted feelings ofpowerlessness. Accept rather than reject them. Toget started in doing so, remember that leadership re-quires courage. Think of your feelings of powerless-ness as a by-product of your courage and commit-ment to learn the realities of leadership, instead ofautomatically assuming that your feelings are a self-evident sign of your failure to act independently.Use your feelings as a prompt to stop, step back, getfeedback, and open yourself to questioning the as-
sumptions that you inevitably bring to your firstleadership position, such as, “I’ll be able to act inde-pendently.” Question and change such assumptions,and as a result you’ll feel powerless less often, and,when you do, you’ll have a perspective from whichyou can change your view of yourself from being aself-evident failure to a person with the courage tolearn about the reality of interdependence.
AM I A FRAUD?
When you’ve exhausted your repertoire of ways toget a poor performer to improve, you may feel pow-erless. On the other hand, when you tell someone todo something and the person salutes, you may be sur-prised that you feel like a fraud. Feeling like a fraud ispredictable because even though you haven’t been aboss, you must behave as if you have, right from theoutset. Your behavior must necessarily be “out ahead”of your emotions. In the gap between your required,authoritative behavior and lack of emotional readi-ness, a fraud voice often inserts itself. For example,you might give someone advice about a difficult mat-ter and watch as if you were but an onlooker as theperson thanks you and leaves to act on your advice.Momentarily, you might begin to think, “Is she reallygoing to do that? I’m not sure I believe what I said!”When people do what you say only because you saidit, your emotions can say silently, “Hey, it’s just me.You don’t have to take my word for it!”
Comfort yourself by remembering that, on occa-sion, you can’t avoid feeling like a fraud any morethan you can avoid feeling powerless. The feelingsthemselves aren’t a problem, but your relationshipto them can be. Feeling that you are fraud can be-come problematic if you bow to the voice in yourhead that accuses you of not being fit for leadership,
because you’ll start trying to get rid of the feeling,and that futile effort will rob you of energy. Alterna-tively, you’ll feel compassion and renewed energy ifyou say to yourself, “Feeling like a fraud isn’t a signof weakness or unfitness for leadership. Emotionalreadiness for authority lags behavior, necessarily. Ineed time to develop the emotional muscle to standbehind myself.”
WITH SEPARATION COMES LOSS
More subtle but no less problematic, you may ex-perience a sense of loss and sadness that accompaniesseparation as other people’s actions exclude ratherthan include you. You can recognize the dynamics ofseparation within yourself if you hear yourself think-ing, or perhaps even saying, “But I’m the same per-son I was yesterday, before I took this job!?”
Naturally, you’ll likely yearn to be included asyou sense exclusion. Put differently, you might feelisolated and alone as you yearn for connection. Touse a psychological phrase, do not “act out” youryearning for connection. In fact, you aren’t “just me”anymore, and if you express such thoughts otherthan to intimates, you’ll lose trust and credibility andthe opportunity to lead. People under you will thinkthat you’re the only one among them who doesn’tget it, and those who take the risk of saying so won’ttend to repeat themselves after you talk more aboutbeing “just me” or “I’m only another member of theteam.” They’ll know what you don’t: That you’reblind to the dynamics of authority and your own lackof readiness and, as a result, are dangerous.
PAIN DOESN’T HAVE TO MEANSOMETHING IS WRONG
Listen to your inner voice to see if you recognize:
• Yearning to be included as you sense exclusion— put differently, you might feel isolated andalone as you yearn for connection;
• A sense of confusion about a lot of things;• Feelings of powerlessness (or inadequacy or
doubts about your abilities);• Wondering if you’re a fraud;• Feeling sad and experiencing loss even as you
think (and people tell you) you should behappy; and
• Doubting your decision to take the position,wishing that you could throw off the “robes” ofauthority and rejoin — to be again a “just me.”
Again, remind yourself that these internal expe-riences don’t mean something is wrong with you.Others have been there before, and still others willbe in the future. To become comfortable, confident,and competent as a boss, you must struggle through
58 Kappan September 2009 pdkintl.org
Even though you haven’t been a boss, you must behave as if you
have, right from the outset.
94
a transition from knowing and valuing yourself foryour technical work (as a teacher, architect, com-puter technician) to knowing and valuing yourselffor your managerial work. The two kinds of workare unimaginably different, and we can’t know thatprofound difference until we make the switch. (Andafter we make the switch, we can’t explain the differ-ence to friends who have chosen not to be a boss.)
GROW UP TO BEING “ABOVE”
Choosing to be a boss results in having peopleunder you in the organizational hierarchy. Thephrase “people under you” makes some people whochoose a boss position uncomfortable. If your in-sides squirmed when you read the word “under,”you may struggle with being “above” people, thoughyou have chosen to be so by becoming a boss.“Above” in a hierarchy means that you have morepower over others’ lives than they have over yours.So, naturally, they’re more vulnerable in their rela-tionship to you than you are to them, quite apart fromhow vulnerable you may actually feel.
You must come to terms with the fact that you havemoved into an “above” role and have no choice but tolearn and grow the internal muscle required to be“above.” Such growth may be difficult because being“above” might connote “bad” and call to your mind abad-boss experience before choosing to lead. If so, yourun the risk of rejecting the bad-boss experience and,in the process, rejecting the very legitimacy of posi-tional authority, often by trying to give it to others inthe name of “empowerment.” Of course, you can goin the opposite direction, as well, where instead of re-jecting the power that comes with the position, yourelish it and abuse it by using it unilaterally.
ANTICIPATE BEING TOO AUTHORITATIVEOR TOO COLLABORATIVE
Particularly when you’re beginning an “above”position for the first time, you’ll unconsciously errto the extremes of being too authoritative or too col-laborative. From a psychological perspective, yournewness to positional authority can lead you todominate others to get them “on the right track” or“disappearing” in an attempt to make room for oth-ers to be “involved” or “empowered.” From the per-
spective of leadership, you err to the extreme of act-ing as a Savior, Authoritarian — “I have the answers,follow me” — or from the opposite extreme, as a Pal,Egalitarian —“You have the answers and I am hereto support you.” And, of course, you err to either ex-treme with good intentions, often in the name of the“children” or “students.” Parents know the author-itative-collaborative tension in the slang terms ofhard-soft or tough-tender: What expectations doyou set and hold to as boundaries, and when do youmake exceptions because of extenuating circum-stance? When do you put family goals, culture,needs, and rules first versus putting an individualchild’s conflicting demands first?
No one would consciously adopt either of the“fictional” extremes in leadership described imme-diately above. Indeed, you’ll think that you strike theright authoritative-collaborative balance betweenextremes of exercising unilateral control or surren-dering your authority to others. In reality, the inter-nal and external pulls on you in a leadership positionfrequently result in your slipping into one of thesepositions or sometimes flipping back and forth be-tween them. Since you’re blind to this dynamic,your actions fail to match your rhetoric and, despiteyour good intentions, you end up losing trust evenas you assume its presence. If told that you say onething but do quite another, you tend to reject thefeedback because, given your blindness, you don’tsee what others see in you and you begin to feel mis-understood or attacked by people who from yourperspective are either misguided or ill-intentioned.Blind to discrepancies between your professed andactual practice and thus unable to close the gaps, youlose trust and fail to gain credibility, the very com-mon ground that is necessary for others to join youin advancing your agendas for change.
COMMUNICATE TO LEARN, NOT JUSTTO CONVINCE, DIRECT, OR INFORM
With occasional exceptions, by yourself, youcan’t discover your own blind spots in regard to theauthoritative-collaborative balance. By definition,there’s little sense or hope in sending a blind man tolook for sight. So, it’s critical to your success at theoutset that you commit yourself to learning how tocommunicate to learn, as opposed to communicatesimply to persuade, direct, or inform. You mustlearn with and through others about your own prac-tice, otherwise you can’t make needed adjustmentson the authoritative-collaborative dimension ofyour leadership. Toward that end:
• Set an expectation that you want feedback.• Seek feedback, even pursue it, if only because
many people are temperamentally disinclined
pdkintl.org V91 N1 Kappan 59
See also
John D’Auria's
article, “The
Superintendent
as Teacher,” in the
digital Kappan
about a first-year
superintendent's
discoveries on
the job.
ARTICLE AT A GLANCEAnyone who moves into a “boss” position for the firsttime faces a predictable set of professional chal-lenges that are very personal. Recognizing and an-ticipating these challenges will enable these new“bosses” to adapt more quickly to their new posi-tions and help them become leaders.
95
(they believe it is not their “place”) to givefeedback to people “above” them in thehierarchy.
• Force yourself not to react to negative feedbackdefensively; instead, discipline yourself to listenreflectively, particularly when you’re deeply hurtby what you hear. Part of your discipline will beto expect that potentially useful feedback willhurt badly in the moment you receive it andmake no sense; in fact, it will seem downrightwrong, and you’ll be inclined to attributenegative intent to the person who gave it.
• Find a trusted person with whom to make newsense of feedback, and make neededadjustments in your leadership practice on theauthoritative-collaborative continuum.
• Read stories about leaders who receivefeedback (sometimes jolting) and use it tomake successful adjustments. For example,read “Triumph at Work, Trouble at Home,”“Are You Calling Me a Liar?!” and “TheyCome Back with the Same Problems!” in TalkSense: Communicating to Lead and Learn,(Research for Better Teaching, 2007)
• Work with a leadership coach or join a supportgroup that meets regularly.
CONSIDER USING AN ENTRY PLAN
One way to quiet your apprehension about be-ginning an administrative position for the first timeis to imagine walking your way, or “imaging” yourway, through the first six months to a year in the po-sition. Designing an Entry Plan is a form of imag-ing — of thinking (and writing) your way throughthe sequences of contact you plan to have with eachof your key constituencies during your first day, firstweek, first month, first six months, first year — asyou hold in mind a picture of where you want to beat the end of the year (or even three years) (Jentz andWofford 2008; Jentz and Murphy 2005). The prod-uct, a written plan, benefits you in two ways:
• You’ll have a blueprint to guide you and to fallback on when you get confused and lost,which is a natural, unavoidable part ofleadership work.
• You’ll have vicariously experienced some ofwhat is ahead, so when it actually happens, youwon’t be there for the first time.
Finally, this article errs in presenting the strug-gles rather than the satisfactions and joys of begin-ning a position of authority for the first time. Thosepositive feelings include the thrill of being chosen,the deep sense of personal satisfaction that comeswith reaching and attaining a position of status andpower, the excitement of launching ourselves on anew adventure, the thrill that comes with others tak-ing our lead, and the personal sense of self-worthand hope that follows from improving the lives ofthe adults and children under our care. By not de-lineating the upside experience, I don’t mean to de-value it. I have written about the “growth tasks” be-cause it’s much less likely that you’ll have someoneto keep you company when you enter this internalterritory. If you know something about the terrain,you’re less likely to feel alone when you doubt your-self and wonder if you’re losing your marbles. K
REFERENCES
Heifetz, Ronald A., and Marty Linsky. Leadership on the Line:
Staying Alive Through the Dangers of Leadership. Cambridge,
Mass.: Harvard Business School Press, 2002.
Hill, Linda A. “Becoming the Boss.” Harvard Business Review
85 (January 2007).
Jentz, Barry, with Joan Wofford. The EntryPlan Approach:
How to Begin a Leadership Position Successfully. Newton,
Mass.: Leadership and Learning, Entrybook.com, 2008.
Jentz, Barry C., and Jerome T. Murphy. “Starting Confused:
How Leaders Start When They Don’t Know Where to Start.”
Phi Delta Kappan 86, no. 10 (June 2005): 736-744.
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“It’s hard to believe that at home, she’s a mommy.”
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