Accordingly, the text argues "that renewed attention needs to be paid to the strategic dimension of leadership to ensure this sustainability." (Davies & Davies, 10) it is within the framework of this understanding that we are given a clearer impression of that which is meant by differentiating leadership and management
To this extent, the research finds "that some districts have a history of 'churning' superintendents, which contributes disproportionately to these districts having high turnover rates and a relatively small number of qualified applicants." (Glass et al
Consequently, a new model of leadership is developing." (Lashway, 6) The leadership of the school administration or principalship is often looked upon as the sole determining factoring the curricular standardization and approach which pervades a learning institution
If you want people to cooperate, you need to reward and recognize successful cooperation." (Maccoby, 58) The implications of this discussion, therefore, are that there is no one way to apply leadership correctly
" (studies found that high concern for people negatively related to performance ratings of the leader by his or her superior." (Robbins et al
According to Spillane (2003), "over the past few decades researchers have consistently reported that school leadership, principal leadership in particular, is critical in developing and sustaining those school-level conditions believed essential for instructional improvement." (Spillane, 343) In the context where I work, this has proven true, as we have worked collectively to approach education from a standpoint of shared responsibility
Those ten characteristics are stated as: (1) listening; (2) empathy; (3) healing; (4) awareness; (5) persuasion; (6) conceptualization; (7) foresight; (8) stewardship; (9) commitment to growth of people; and (10) building community. (MacNeil and Yelvington, nd) Works Cited MacNeil, Angus and Yelvington, Michael (nd) the Principalship: Manager to Leader
Keeping technology functioning, after significant resources are allocated for it is essential to its effective use, as is supporting tried and true software and programs that speak to students and help them learn and grow. (Burton, Moore & Magliaro, 2004, p
Evaluating such tools becomes increasingly important as the principle takes on the roll of instructional leadership as scarce resources must be found and secured that improve staff development, rather than simply allowing staff development days to filter into catch up days, where isolated instructors use the time to grade papers and clean classrooms. (Craig & Perraton, 2003, p
g. merit pay, career ladder, and mentor teacher programs) are based partly on the assumption that teachers will be more likely to give their best efforts if they are paid (or otherwise compensated) competitively on the basis of their teaching effectiveness (Brands 1990, Cornett (Mac Iver, Reuman & Main, 1995, p
375) Effectively utilizing such partnerships can and will assist the principle in developing funding and community buy in from programs and changes with regard to curriculum as well as mentoring, coaching and networking of teachers from the pool of highly skilled community teachers that exist but may not be reachable in the insular school day. (Mariage & Garmon, 2003, p
Principles must develop appropriate ways to weed through options and opportunities and forward resources toward only those that are driven by real research data and have been proven effective in the kind of school culture where the principle leads. (Mory, 2004, p
The Educational Leadership Constituents Council has in turn altered and expanded its ELCC Standards to more directly address such issues in practicing and future educational leaders. (Orr, 2006, p
The principle is also likely to be the core advocate for technology change and adoption, especially with regard to infrastructural resource development, evaluation and maintenance. (Owen & Demb, 2004, p
If this means evaluating for improvement or even dismissal of classroom teachers who are not supportive of vision then such challenge processes must be clear and evaluative tools must be evenly applied. (Pecheone & Chung, 2006, p
Developing a supervisory role may be resisted, initially but guising such actions as crucial to the development of appropriate communication standards and the reduction of conflict can and will support the system, to better understand how breakdowns occur and how conflict is exacerbated by poorly defined and supervised roles in staff interactions with students, curriculum and one another. (Walker & Quong, 1998, p
(Lancster & Stillman, 2002). The most important thing for a good leader in education is that her or she must have a "teachable point-of-view" (Cohen & Tichy, 1997)
This is one of the most critical areas where one must lead by example. (Goleman, 2000, p
This focus can infuse the organization with insights about alternative approaches, stimulate opportunities to share ideas, and provide synergy for bringing ideas together, where they can combust into something even better. (Hicks & Peterson, 2000, p
" The fact that certain members of the class will require more guided practice than others suggests that each lesson should contain a certain amount of time in which the higher-achieving students are working on independent practice, while the teacher is working closely with low achieving students on guided practice. (Hofmiester & Lubke, 1999, p 32) the emphasis here is on "positive teacher feedback" and the ability to allot more guided time to students that require it and more independent time to those that have more of a mastery over the subject