Standard Seven: Micro-Political Leadership
The school executive will build systems and relationships that utilize the staff’s diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence to realize the school’s vision for success. The executive will also creatively employ an awareness of staff members’ professional needs, issues, and interests to build social cohesion and to facilitate distributed governance and shared decision-making.
Preparation through Text, Training and Professional Development
Text/ Readings:
- How to Win Friends and Influence People (Carnegie)
- Reframing Organizations (Bolman & Deal)
- Seven Habits of Highly Effective People (Covey)
Training's and Professional Development:
- Crucial Conversations
- Understanding by Design
Text/ Readings:
- How to Win Friends and Influence People (Carnegie)
- Reframing Organizations (Bolman & Deal)
- Seven Habits of Highly Effective People (Covey)
Training's and Professional Development:
- Crucial Conversations
- Understanding by Design
Artifacts:
School Executive Micro-Political Leadership
The principal/assistant principal develops systems and relationships to leverage staff expertise and influence in order to influence the school’s identity, culture and performance
English Remediation Development
Narrative: Throughout my residency year I have taken opportunities, to share my gratitude for the English Departments numerous talents and their impact on our students. I have gotten to know them both personally and professionally. We have a build a stronger bond as colleagues. I have also taken the time to become an active member of their PLC, specifically partnering with them on remediation plan creation. In years past they were provided specific plans with no input, their groups were selected for them, and often they were not allowed to design their own lessons. In an effort to create both maximum buy-in and collaboration I reversed this trend. I created a planning procedure and process for selecting students, turning over the selection piece to the teachers. I assisted in standards selection, but gave them full autonomy to design the lessons for these sessions. As I planned rewards and celebrations for student success within these groups, I also delivered small rewards and verbal affirmations to the English Department through the process, letting them know their efforts were valued and the reason for our successful remediation plan. The end result of these actions was an entire department excited about a remediation plan that was their creation and colleagues sharing ideas and tools to advance student learning. It was through these deeper professional relationships, that we were able to expand and improve a process that was less effective in years past.
Artifact: Remediation Planning Emails, Photos, and Remediation Activities.
School Executive Micro-Political Leadership
The principal/assistant principal develops systems and relationships to leverage staff expertise and influence in order to influence the school’s identity, culture and performance
English Remediation Development
Narrative: Throughout my residency year I have taken opportunities, to share my gratitude for the English Departments numerous talents and their impact on our students. I have gotten to know them both personally and professionally. We have a build a stronger bond as colleagues. I have also taken the time to become an active member of their PLC, specifically partnering with them on remediation plan creation. In years past they were provided specific plans with no input, their groups were selected for them, and often they were not allowed to design their own lessons. In an effort to create both maximum buy-in and collaboration I reversed this trend. I created a planning procedure and process for selecting students, turning over the selection piece to the teachers. I assisted in standards selection, but gave them full autonomy to design the lessons for these sessions. As I planned rewards and celebrations for student success within these groups, I also delivered small rewards and verbal affirmations to the English Department through the process, letting them know their efforts were valued and the reason for our successful remediation plan. The end result of these actions was an entire department excited about a remediation plan that was their creation and colleagues sharing ideas and tools to advance student learning. It was through these deeper professional relationships, that we were able to expand and improve a process that was less effective in years past.
Artifact: Remediation Planning Emails, Photos, and Remediation Activities.