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Types of Effective Leadership Styles in Schools

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Types of Effective Leadership Styles in Schools

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Becoming an effective leader who demonstrates authentic and ethical leadership is my ultimate goal as an administrator or just leader in general.  This article gives insight on what a servant leader is and how becoming a servant leader can benefit the role of anyone obtaining a leadership position.

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In researching various leadership theories, I've found that not only do many of the theories overlap, but the theorists' work does as well. This is to be expected, as no one leadership style or theory can work in isolation, and no leader can align with one style to utilize in all situations. Therefore, it is essential that today's leaders recognize and incorporate elements from various leadership styles to apply to unique situations in leadership positions.

What is Servant Leadership?

Servant leadership has become a common term among educational and business leaders over the past decade. The term, however, was first created in Robert K. Greenleaf's essay, " The Servant as Leader " in 1970. In his essay, he states:

The servant-leader is servant first... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions...The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.

Servant leadership focuses on the responsibility of the leader not only to ensure the success of the organization, but also a responsibility to his/her followers and stakeholders. This includes:

acting in an ethical manner,

putting others first, and

showing sensitivity to others' concerns.

The servant leader will also assist subordinates in professional growth and empowerment, as well as building a supportive community environment.

This philosophy speaks to leaders who consider the needs of their followers first-especially in education. It inspires us to balance the needs of followers with the desire to lead, and encourages us to treat others with respect, altruism, fairness, and honesty. In addition, it requires a leader to build community and lead in an ethical manner.

2 Other Leadership Styles in Education

In addition to servant leadership, there are a few current leadership theories that have either evolved from or are closely aligned with servant leadership.
Authentic Leadership
Closely aligned with servant leadership is authentic leadership. Northouse stated in his book Leadership Theory and Practice that authentic leadership encompasses both the intrapersonal domain, which focuses on the leader and his or her self-concept and self-knowledge, and the interpersonal domain, which is more relational and created by leaders and followers together (Northouse, 2013, pp. 205-225).

An advantage of authentic leadership is that it is developmental and can be nurtured in any leader. It has a definite moral dimension. However, critics of the process feel that it is still in the formative stages of development and that it is not clear how authentic leadership affects production or positive outcomes for the organization.
Ethical Leadership
Often used interchangeably with servant leadership, ethical leadership focuses on that which is fair and just to others. Particularly, ethical leadership focuses on acting with integrity, fairness, and ethical practices. Ethical leadership also entails knowledge of policy and social justice, as well as district culture.

In addition, a leader must be aware of all moral and legal consequences of decision-making and strive to practice inclusive leadership with an emphasis on cultural diversity. Scholars through the years have supported the role of reflective practice by educational leaders, and this is encouraged in this domain of leadership as leaders strive to become more self-aware and serve as role models of ethical leadership.
Why Servant Leadership is Effective in Schools
While often used in business models, servant leadership specific to school administration can contribute to the success of the school district. It is well known that one responsibility of the school superintendent is to nurture the vision, mission, and culture of the district. Further, research has supported the idea that greater involvement from a wide variety of stakeholders increases the buy-in and ultimately the success of the mission and vision of the district. A superintendent who practices servant leadership maintains priority on the needs of his/her stakeholders and is committed to the success of the corporation.

Another benefit of servant leadership it that it is designed to create leadership opportunities among the disadvantaged. Greenleaf states that it is his hope that the disadvantaged, following education in service leadership, will "return to their roots and become leaders of the disadvantaged". He further discusses the merits of leaders rising from the ranks of the disadvantaged to lead their people on a path to an improved life. This is applicable to school leadership, as no school district is immune from poverty among its children. Instilling servant traits in our children is a responsibility that not only benefits our schools, but our communities as a whole.

Greenleaf's research on servant leadership encourages us to focus on the needs of those in our organization rather than attempting to motivate them to produce greater results.

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Types of Effective Leadership Styles in Schools - Standard for Success

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In researching various leadership theories, I've found that not only do many of the theories overlap, but the theorists' work does as well. This is to be expected, as no one leadership style or theory can work in isolation, and no leader can align with one style to utilize in all situations.

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Communication is key in a school system and is a skill we should all strive to improve in and become great at.  This article is a great resource that gives many examples of ways in which we can communicate as leaders.

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Vol. 72

No. 7

Abstract

A Reality Check

Video e-Mails

Show Respect

A Collaborative Blog

Sitting Down Together

Honest Feedback

An Open Door

What Do You Want to Accomplish?

Voice Messages

Make It Personal

Putting Money in the Bank

Show You Care

Say It and Write It

Collaborative Improvement Goals

Building Trust

Grade-Level Mentorship Teams

A Staff Website

Weekly Updates

Continual Communication

Say It With Chocolate

Full Attention and Support

A Special Thanks

An Inspiring Challenge

Share the Positive

Better Than an e-Mail

Nothing Beats Face-to-Face

Bringing in Different-Perspectives

Open and Accessible

A Calendar Facilitates One-on-One Meetings

Let Me Evaluate Myself

Abstract

A Reality Check

Video e-Mails

Show Respect

A Collaborative Blog

Sitting Down Together

Honest Feedback

An Open Door

What Do You Want to Accomplish?

Voice Messages

Make It Personal

Putting Money in the Bank

Show You Care

Say It and Write It

Collaborative Improvement Goals

Building Trust

Grade-Level Mentorship Teams

A Staff Website

Weekly Updates

Continual Communication

Say It With Chocolate

Full Attention and Support

A Special Thanks

An Inspiring Challenge

Share the Positive

Better Than an e-Mail

Nothing Beats Face-to-Face

Bringing in Different-Perspectives

Open and Accessible

A Calendar Facilitates One-on-One Meetings

Let Me Evaluate Myself

A Reality Check

Mid-year and mid-spring, I gave teachers a Reality Check-a one-page sheet with five questions: What's going particularly well for you this year? What concerns/issues do you have at this point? What can I do to best support you right now? If you could get some professional development right now, what would it be? Anything else? Teachers could return it in hard copy or electronically. This never failed to yield important nuggets that helped me focus my support on teachers' priorities.

- Dave Weston, principal (retired), Saudi Aramco Schools, Ras Tanura, Saudi Arabia

Video e-Mails

I used to send out a weekly staff e-mail on Thursdays that contained school information and calendar items. Several months ago, I discovered MoveNote, an app that enables you to send a video through e-mail, and I started using it for my weekly e-mails. My teachers love it because they can multitask as they watch my message for the week. They also get the bonus of "pausing" me.

- Paul Baez, principal, Alief Independent School District, Houston, Texas

Show Respect

The best way to communicate with teachers is to show them that you value their time. Meet them in their classroom rather than your office, turn off notifications on your phone and computer, and open the conversation by asking questions. Show teachers that you know their time is valuable and that their voices matter.

- Brianna Crowley, English teacher and instructional technology coach, Derry Township School District, Pennsylvania

A Collaborative Blog

My assistant principal and I publish a weekly blog (using the Smore app) to provide teachers with inspiration and innovative practices for their classroom. The blog features a different teacher blogger each week, who shares a practice he or she is passionate about. Topics have included Genius Hour, guided reading, math stations, differentiation, and relationship building. In another section, "The Principal Ponders," I reflect on the teacher's topic and how it affects our school. Also included are articles and videos from various sources that relate to the topic. What started as a simple communication from administrators to teachers has evolved into a collaborative venture in which teachers, and now students, are waiting in line to be the next guest blogger!

- Kelly Hayunga, principal, Lewisville, Texas

Sitting Down Together

I have used many media to communicate with our staff-phone messages, text alerts, Twitter, e-mail, faculty meetings, team meetings, department meetings, and so on. However, we all know that the best communication is face-to-face conversations. Technology enables you to send a message to everyone instantly, and in many instances, this is great. But the real work happens when we sit down together.

- Bill Powers, middle school principal, Springfield Public Schools, Missouri

Honest Feedback

What I want from the principal is honest feedback. I appreciate criticism that is heartfelt, constructive, and delivered personally, in a way that shows me what needs improvement, but also shows that my successes are valued. I want the principal to acknowledge my efforts when I go above and beyond and to tell me when a student or parent has shared positive comments.

- Cossondra George, teacher, Tahquamenon Area Schools, Newberry, Michigan

An Open Door

As a child, I was never called to the principal's office over the loudspeaker. So, when I was called to report to the principal's office during my first week as a new teacher, I had some anxiety and stress as I walked down the hallway. As it turned out, she just wanted to hear how my first few days had gone and to let me know that her door was always open! In my several years of working under her leadership, I loved her open-door philosophy and her approachable demeanor.

- Christina Bauer, program specialist-technology, Cleveland Heights High School, Cleveland Heights, Ohio

What Do You Want to Accomplish?

This year, I started having teachers and education technicians talk to me one-on-one about their hopes and dreams for the next six weeks and how they hope to accomplish these dreams. I've been surprised and pleased with the energy and thoughtfulness of their reflections. These conversations give me a focus for helping them become better at what they do. Observations are more meaningful for everybody.

- Sally Brown, principal, Dike Newell School, Regional School Unit 1, Bath, Maine

Voice Messages

We use Voxer , a mobile messaging app that enables you to send recorded or live voice messages to one person or a group. It's faster than e-mail and better than sending a group text message when it's important to convey tone and empathy. You can also attach text and photos. It allows educators to make the most of commute time and spend more time sharing how to best meet the needs of students and families.

- Joe Mazza, leadership innovation manager, University of Pennsylvania, Graduate School of Education, Philadelphia

Make It Personal

After conducting an evaluation observation, the principal left me a note saying she sincerely hoped her son would have me as a teacher. The ultimate compliment!

- Paula Hoffman, special education teacher, Grand Ledge High School, Grand Ledge, Michigan

Putting Money in the Bank

As a principal, I felt it was important to be available to all teachers, students, and staff. That meant being in the halls and doing walk-throughs so that I could talk to all staff every day. I also made a point of being in the department lunch areas at least once a week to be part of the casual conversation. As Stephen Covey would say, this "put money in the bank" for the times I had to take money out of the bank.

- Chuck Achter, high school principal, Anoka Hennipen District, Coon Rapids, Minnesota

Show You Care

It is vital that principals actively listen to the teachers and parents who come to them. One of the most important things I have learned is to stop and put myself into that person's shoes-to think, What if this were my child? Student? Parent? Situation? Then I focus on how I would feel, before moving on to what I would do. For communication to be constructive and successful, people need to know that you have listened to them, that you understand them, and that you care.

- Jessica Banks, assistant head of lower school, The Out of Door Academy, Sarasota, Florida

Say It and Write It

I believe the best way to communicate with a teacher is a face-to-face conversation followed up with an e-mail message. The face-to-face conversation gives you an opportunity to personally engage with that person, ask or answer questions, and resolve any concerns. You can gauge how that person feels about what you are discussing, which could lead to a make-it-or-break-it decision. The follow-up e-mail ensures that everyone is clear on what has been said and what decisions have been made.

- Jeanette Patterson, principal, Cherry Creek School District, Greenwood Village, Colorado

Collaborative Improvement Goals

My best communication tool was a positive, supportive assessment process to help teachers set goals. After formal class visits, we would sit down and discuss "commendations" and "recommendations." I would ask the teachers to tell me what commendations they hoped to hear and what recommendations they thought I'd probably offer. Often, they already knew an important goal that they needed to consider. On the basis of the recommendations, we would set two or three specific "let's try" items, and I would ask what supports the teacher needed to accomplish the new goals.

- Thomas Woodall, retired principal/educational supervisor, Loudoun County Public Schools, Dulles, Virginia

Building Trust

The best way for me to communicate with our staff is to be in their classrooms, recognize their hard work, and share with them what I've learned from them. This personal communication builds trust and relationships and shows an investment and partnership in their work in our school. Unlike digital communication, it's rarely misunderstood.

- David Huber, principal, Mountain View School, Bristol, Connecticut

Grade-Level Mentorship Teams

Each week, I meet with a small team of teachers from three consecutive grades to discuss what's happening in the classroom, explore curriculum, and address concerns about particular students. In these meetings, teachers learn from and give one another feedback. Natural mentorship opportunities arise as veteran teachers share expertise with the novices in their team. These team meetings support our school culture and ethos and ensure that no teacher gets left behind.

- Michelle Hughes, head of school, High Meadow School, Stone Ridge, New York

A Staff Website

I wanted to create a one-stop shop for any information a teacher could need at any point during the school year. Shared drives and district networks are nice, but they only work if you're on campus. I used Google Sites to create a website that is accessible only by our faculty. It contains information about upcoming events along with general staff notes, reminders, and announcements; links to content and documents that would traditionally be shared in staff and student handbooks; and links to archived resources from all of our professional development opportunities and programs. The site has significantly reduced the number of all-staff e-mails and has eliminated our need to meet to discuss housekeeping issues.

- Eric Sieferman, principal, Cascade Middle School, Clayton, Indiana

My weekly bulletin has become a resource for all stakeholders in the building and for administrators and other support staff in the district. I have three sections: events for the upcoming week, with time and location; upcoming events throughout the quarter; and an "As Seen" feature, in which I give important updates and shout-outs. Having a comprehensive bulletin has freed up time to concentrate on professional development.

- Bill Basel, principal, Defer Intermediate School, Streetsboro, Ohio

Continual Communication

We have weekly face-to-face meetings with all our teachers. This is the most personal way we communicate and the most effective, but we do use several communication methods daily to stay in contact. Our teachers are on their iPads or laptops all day long. We communicate throughout the day through instant messaging, Skype, and private messaging within our learning management system. The more we communicate with our teachers, the more effective we can be as a school.

- Michael Segelnick, principal, American High School, Hollywood, Florida

Say It With Chocolate

When I taught 5th grade, my principal, Dr. Joan Montgomery, was an excellent communicator. I will share several examples that I incorporate in my leadership today.

Consistent information. Every Monday morning, regardless of how early I arrived, there was always a one-page weekly newsletter from her to all staff. She would highlight successes from the previous week, note any concerns, and include a weekly events schedule as a reminder. It was a great way to focus everyone on the week.

Commitment with chocolate. Dr. Montgomery had the largest bowl of chocolates in her office that I have ever seen. It served as an open invitation to any staff member to come say hello or grab a quick pick-me-up. There were moments when a piece of chocolate could solve any problem I had, and other times when it simply reminded us of her commitment to engaging with all staff.

Approachable. Dr. Montgomery always smiled and was positive. There was a never a time when I felt I couldn't approach her about something. Her office door was always open, period.

- Melany Stowe, instructional technology, Danville City Schools, Danville, Virginia

Full Attention and Support

I will never forget my first teaching assignment under Mr. DeForest. As a novice teacher, I had more than enough questions for any one person to bear, but Mr. DeForest always made me feel like I was the most important thing on his plate. He would come out from behind his desk and sit next to me-no distractions, no reading through papers, no sideways glances at e-mail-and listen. Twenty-plus years later, his example still resonates deeply with me.

- Renee M. Burnett, curriculum coordinator, OCM BOCES, Syracuse, New York

A Special Thanks

This past Christmas, my husband received a handwritten greeting card from my school principal, expressing her thanks to him for sharing me with the school. I feel appreciated all the time, but this confirmed my value to the schools that I serve.

- Dawn Waddell, ELL teacher, Desoto County Schools, Hernando, Mississippi

An Inspiring Challenge

When I was hired, my dean told me, "Your job is this: Be the best at what you do and help every student succeed." That was wonderful. And that's what I did.

- Frederick Talbott, professor (retired), Nashville, Tennessee

The best form of communication I received from a principal was a high five. The principal addressed me face-to-face to discuss what I was doing in my classroom. It made me feel good to know the principal noticed and talked about it with the rest of the staff.

- Adrianne G. Williams, teacher, Guilford County Schools, Greensboro, North Carolina

Better Than an e-Mail

With all of the technology available, I cannot find a better way than face-to-face communication to build relationships and create a culture of trust in our school. It is easy to use apps like Remind, or simply shoot out an e-mail or a tweet, but none of those avenues gain teachers' respect like face-to-face interactions.

- Zach Wigle, high school principal, Keokuk Community School District, Keokuk, Iowa

Nothing Beats Face-to-Face

I believe that a face-to-face conversation is still the best way to communicate. It allows deeper conversation and nonverbal communication. There are times when e-mails or written notes are useful, but to really move change forward, we still need face-to-face conversations.

- Eric Townsley, middle school principal, South Tama County Schools, Toledo, Iowa

Bringing in Different-Perspectives

I appreciate when my principal values my experience and expertise while challenging me to see things from a different perspective. Sometimes my tunnel vision gets in the way, and he opens my eyes without discounting my ideas.

- Patty Howard, English teacher, W. F. West High School, Chehalis, Washington

Open and Accessible

I appreciate that all critiques, celebrations, and suggestions are done in person. An open-door policy makes it easy to communicate with my principal. He is eager to hear all about my students' successes.

- Katie Koontz, 2nd grade teacher, Diablo Unified School District, Concord, California

A Calendar Facilitates One-on-One Meetings

In my 14 years of teaching, I believe that communication has been best when my principal has used multiple forms of communication. Face-to-face is best, but all educators know that our fast-paced day may require alternate forms of communication such as e-mail, phone calls, or a quick note in a mailbox. Recently my new principal has adopted the use of an online calendar that she shares with her entire staff. She encourages us to check her calendar and fill in time slots if we would like to meet with her face-to-face.

- Stephanie Moore, special education teacher, Beaver Dam Unified School District, Beaver Dam, Wisconsin

Let Me Evaluate Myself

I was an elementary special area teacher for 42 years, and I had 12 different principals. Probably the best way a principal communicated with me was in my early years of teaching, when one principal asked me to fill out my own evaluation. I felt that I knew more about what I taught than he did, and it demonstrated what my strengths and skills really were. We briefly met, discussed the evaluation, and signed it. Principals have many responsibilities, and outstanding teachers should do their jobs and report what they have done. I learned from every administrator and became a better teacher.

- Patrice Bove, retired elementary music teacher, Berwyn, Pennsylvania

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action.

ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

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Tell Me About ... / Good Ways to Communicate with Teachers - ASCD

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Vol. 72 No. 7 Abstract A Reality Check Video e-Mails Show Respect A Collaborative Blog Sitting Down Together Honest Feedback An Open Door What Do You Want to Accomplish?

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As a future administrator, I loved the many ideas that the article provided in keeping healthy lines of communication open within the school environment.  Establishing and maintaining a positive morale among teachers is valuable in achieving goals.

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Hello Keelin,
I really enjoyed your article choice. It provide a variety of ways to incorporate technology as well as communication etiquette in communication that would help relay messages faster and more efficiently. As an educator the toughest thing to do at times in making sure all of your parents receive the message and with this article not only does it show how to communicate but it gives several outlets which can be used if one or another may not work for a specific family or individual. Thank you for sharing your post.

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Turning Resisting Teachers Into Resilient Teachers

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Turning Resisting Teachers Into Resilient Teachers

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Teacher resistance to change is extremely common, especially in veteran teachers. This article discusses ways in which administrators can execute the change of resistant teachers to resilient teachers.

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Turning Resistant Teachers into Resilient Teachers

Jessica Bohn

Resistant teachers can have a profound effect on the school climate and culture in both positive and negative ways. In the book Leading in a Culture of Change (2007), Michael Fullan says resisters deserve respect both because they present ideas we might otherwise miss and because their influence is crucial to navigating the politics of implementation. By using situational leadership, the ability to fluidly interchange among a variety of leadership styles as the situation demands, administrators can shape teacher resistance into resilience and develop powerful partners in school initiatives. Goleman (2004) says situational leadership can mitigate the negative and enhance the positive forces influencing school climate. Effective school leaders know when to use a different leadership approach based on the behaviors and personalities of their teachers.

Types of Teacher Behaviors

I have found that resistant teachers usually fall into one of the following categories:

Those who believe administration will not help or understand them.

Those who don't have confidence in their teaching and don't know how to improve.

Those who prefer traditional methods and believe change would require too much work.

Those who lack the desire or motivation to improve.

Most reluctant teachers fall into the first three categories and can be developed into resilient teachers. The fourth category is much more rare and requires a steadfast administrator. In the next sections, I outline some ways I've worked with these different types of resistance.

Resisting the Administration

We all know that focus and expectations can change with a shift in administrators. Most educators, however, will adapt to their bosses like they adapt to their students each year. Resistant teachers differ from most teachers because they tend to remain static in the face of change. They view change as a process that happens to them, rather than with them.

An example of this comes from a teacher I used to work with. Her resistance was passive; I was a new supervisor, and she said she wanted to do what it took to make me happy. My goal was to help her improve her instruction, but her goal was to do the minimal amount to get my approval. Her attention was on me, rather than on her students, and the implied sentiment was, "Because I am not good enough for you, just tell me what you want, and I will try to please you."

Coaching this teacher involved taking the focus off of me as the leader and putting it back on students and learning. During this process, I had to build a trusting relationship with the teacher, so she trusted that I saw her value within the organization. I made progress with this teacher by coaching her to self-reflect on lesson effectiveness and learning outcomes, redirecting the focus from administrator feedback to teacher efficacy around student learning.

Resisting Out of Lack of Confidence

Consider the typical classroom situation when a student acts out because he does not understand what is being discussed. Students would rather seem disruptive than incompetent. Teachers and other adults aren't so different; resistance is a natural response when we lack knowledge or confidence but are pressured to perform.

To find out if resistance is motivated by lack of confidence or knowledge, get teachers to open up about their understanding in a one-on-one setting. For example, if teachers are resistant to a new technology initiative, individually ask concerned teachers, "What training or support would you need to teach students how to blog about their reading using an iPad?" The depth of the answer can provide clues, much in the same way that probing questions can reveal student learning gaps in the classroom. Because fear and reputation are at stake, the school administration will want to approach this problem with confidentiality and support. Possible solutions include

Professional development opportunities in the content area of need.

A peer buddy to collaboratively plan with in the content area.

A one-on-one book study between the teacher and another teacher or administrator.

Online courses in the skill needed, with follow up after completion (this allows teachers to pursue professional learning in the privacy of their own home, protecting their reputation).

The point here is to deepen the teacher's knowledge base in the area of resistance. If after becoming more informed, the teacher still resists, she will have knowledge and evidence to better frame her case.

Resisting Change

Veteran teachers are likely to resist change because they believe that traditional methods are best. These teachers are not simply trying to be difficult; they've most likely had success with their tried-and-true lessons and strategies, and so change may seem unnecessary or overwhelming. A new curricular initiative might seem like just the latest wave of change that will eventually pass. However, if you coach these teachers to understand the long-term goals of a new curriculum or initiative and discuss the possibility of the teacher piloting the new program (with lots of support from administration), you can create a powerful ally to help lead change. By having experienced teachers pilot a new program, you will get insight that may help improve whole-school implementation. At the least, even if these experienced teachers are not fans of a change, trying it first will empower them to own it and make it better.

Even teachers who support change as necessary for the good of students in the long run may feel overwhelmed by the amount of work needed to implement the change. Providing frequent feedback and unrelenting support will be crucial to helping teachers like this become robust. Rather than simply mandate the change, administrators can support the teacher with resources, professional development, and work groups to build grit and persistence. Here's how administrators can help teachers develop the grit to get through major changes:

Offer peer-led work groups after school.

Provide teacher leaders to spearhead support efforts.

Furnish detailed examples, resources, or instructions.

Pay for substitutes so that teachers can attend professional development.

Offer a weekly feedback form for teachers to communicate their challenges.

Provide regular feedback to teachers after walk-throughs.

Offer online professional development.

Model the change during staff meetings, give model lessons, provide video footage of high-quality teaching examples, and find other ways for teachers to see the change in action.

Resisting Out of Apathy

Teachers in this category need specific directives, measurable goals, and outcomes to achieve. Holding unmotivated teachers accountable will make every other teacher in your building resilient because most teachers appreciate leaders who can recognize the difference between someone who disagrees and someone who doesn't care. In most states, it can take a lot of documentation and tireless work on the part of administration to remove ineffective teachers, but the other teachers in the building will notice your tenacity in holding people accountable. This is crucial because school administrators establish the foundation for school culture through their actions.

How you tailor your approach to resistant teachers can have a powerful effect on school culture and morale. Start by assessing which type of resistance these teachers are exhibiting, and then align the supports and interventions that target their areas of need. Ultimately, by engaging resisters, you will foster a culture of resiliency that will permeate the school, from the teachers to the students.

References

Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Goleman, D. (2004). Primal leadership: Learning to lead with emotional intelligence. Cambridge, MA: Harvard Business Review Press.

Jessica Bohn is principal at Gibsonville Elementary in Gibsonville, N.C., and a member of ASCD's 2012 class of Emerging Leaders.

ASCD Express, Vol. 9, No. 10. Copyright 2014 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.

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ASCD Express 9.10 - Turning Resistant Teachers into Resilient Teachers

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Turning Resistant Teachers into Resilient Teachers Jessica Bohn Resistant teachers can have a profound effect on the school climate and culture in both positive and negative ways. In the book Leading in a Culture of Change (2007), Michael Fullan says resisters deserve respect both because they present ideas we might otherwise miss and because their influence is crucial to navigating the politics of implementation.

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Time management is extremely crucial in the educational world, especially for those who are new to a certain role. As a leader one must ensure they are managing their time to benefit those around them. This article gives great strategies for how an administrator can become and stay efficient and organized with time management.

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The learning curve for new principals is steep, and figuring out how to deal with all of the challenges that come with running a school can seem like a daunting task. In fact, managing these tasks in a timely and efficient manner often proves to be new principals' biggest challenge. We asked several veteran principals to offer their best advice on how to use time more effectively. These tips are valuable for anyone who wants to spend less time feeling overwhelmed and more time leading a successful school.

DIGITIZE YOUR TO-DO LIST: The principalship is one of the most cyclical jobs on the planet. Much of what you do on a day-to-day basis you will also do this same time next year, next month, or next week. What if, when you performed one of those "repeating tasks" the first time, you never had to think about it again, and you were reminded at exactly the right time? Create your to-do list with one of the many digital options available. My favorite is Toodledo.com. When a new task comes to mind, put it on the list and choose when the task will repeat. Are there details related to that task? Enter them in the note section. They will be there this time and every time you perform that particular task. There is no need to reinvent the wheel every year.
-Frank Buck, Pell City, AL

CONDUCT "STAND UP" MEETINGS: In order to make the most out of staff meetings we have a "Stand Up" meeting. We meet around a short wall of bookcases-no chairs. Teachers are able to focus on the topic, hear the information, offer suggestions, and then get back to work. We only discuss what really needs to be discussed. These meetings can occur more frequently, but should be limited to the one or two items on the agenda. Just remember that there are still times to have a sit down, full agenda meeting-with listening to staff by the principal.
-Kimberly Lisanby-Barber, Spring Valley, IL
TIME-SAVING CHEAT SHEET

START EARLY: Carve out an hour to yourself.

DO IT NOW: Resolve parent concerns as they occur.

BY THE BOOK: Keep track of parent versus teacher concerns.

EXPLAIN "NO": Explain your decision-making process.

DIGITAL TO-DO LIST: Schedule cyclical tasks.

ONE BIG BINDER: Collect and organize important paperwork.

HANDLE PAPERWORK ONCE: Complete, file, or delegate new tasks.

MANAGE AND DELEGATE: If possible, hire your own secretary.

STICK TO YOUR CALENDAR: Have your secretary hold you accountable.

"STAND UP" MEETINGS: Conduct quick meetings with short agendas.

REFLECT: Meet with staff to discuss what did and didn't work.

Copyright © National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP's reprint policy.

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The learning curve for new principals is steep, and figuring out how to deal with all of the challenges that come with running a school can seem like a daunting task. In fact, managing these tasks in a timely and efficient man­ner often proves to be new principals' biggest challenge.

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Transforming Your School With Collaborative Decision Making

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Transforming Your School With Collaborative Decision Making

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The process of decision making as an administrator can easily make or break one. This article gives insight on the benefits of collaborative decision making. It is important to understand that administrators do not have all the answers and that investing in others opinions and ideas is not always a negative thing.

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Schools should continuously be striving to improve. Every school should have this as a central theme in their mission statement. Schools that are either stagnant or complacent are doing the students and communities that they serve a major disservice. If you are not progressing, you will ultimately fall behind and fail. Education, in general, is very progressive and trendy, sometimes to a fault, but you must always be seeking out something bigger and better.

School leaders who regularly include their constituents in the decision-making process find it advantageous in many different ways. They understand that involving stakeholders in the decision-making process can ultimately transform a school. Progressive transformation is continuous and ongoing. It must become a mindset and regular way of making decisions to maximize effectiveness. School leaders must actively invest in the opinions of others, understanding that they do not have all the answers themselves.

Varying Perspectives

One of the most beneficial aspects of bringing different people to the discussion is that you get several different perspectives or points of view. Every stakeholder is going to have a distinctly different point of view based on their individual affiliation with the school. It is important that school leaders bring together a varying range of constituents with their hands in different parts of the cookie jar so that perspective is maximized.

This is naturally beneficial as someone else may see a potential road block or benefit that someone else may not have thought of. Having multiple perspectives can only boost any decision-making effort and lead to healthy discussions that morph into growth and improvement.

Better Buy In

When decisions are made through a process that is genuinely inclusive and transparent people tend to buy in and support those decisions even when they are not directly involved.

There will likely be some that still disagree with the decisions, but they typically respect them because they understand the process and know that the decision was not made lightly or by a single person. Buy in is extremely important for a school because of all the moving parts. A school operates more efficiently when all the parts on the same page. This often translates to success which benefits everyone.

Less Resistance

Resistance is not necessarily a bad thing and offers some benefits. However, it can also totally destroy a school if it morphs into a resistance movement. By bringing varying perspectives to the table, you naturally negate much of the resistance. This is especially true when collaborative decision making becomes the norm and part of the expected culture of the school. People will trust a decision-making process that is inclusive, transparent, and holistic in nature. Resistance can be annoying, and it can definitely impede improvement referendum. As stated before this is not always a bad thing as some resistance minimally serves as a natural system of checks and balances.

Not Top Heavy

School leaders are ultimately responsible for their school's successes and failures.

When they make critical decisions by themselves, they shoulder 100% of the blame when things run amiss. Furthermore, many people question top heavy decision making and never fully buy in. Any time a single person makes a key decision without consulting others they are setting themselves up for ridicule and eventual failure. Even if that decision is the correct and best choice, it serves school leaders well to consult with others and seek their advice before the final say. When school leaders make too many individual decisions they eventually distance themselves from other stakeholders which is unhealthy at best.

Holistic, Inclusive Decisions

Collaborative decisions are typically well thought out, inclusive, and holistic. When a representative from each stakeholder group is brought to the table, it gives validity to the decision.

For example, parents feel they have a voice in a decision because there were other parents representing them in the decision-making group. This is especially true when those on a collaborative decision-making committee go out into the community and seek further feedback from like stakeholders. Furthermore, these decisions are holistic in nature meaning that research has been done, and both sides have been carefully examined.

Better Decisions

Collaborative decisions often lead to better decision making. When a group comes together with a common goal, they are able to explore all the options more in-depth. They can take their time, bounce ideas off one another, research the pros and cons of each option thoroughly, and ultimately make a decision that will produce the greatest outcomes with the least resistance. Better decisions yield better results. In a school environment, this is extremely important. A top priority for every school is to maximize student potential. You do this in part by making the correct, calculated decisions time and time again.

Shared Responsibility

One of the greatest aspects of collaborative decision making is that no single person can take the credit or the blame. The final decision lies with the majority on the committee. Though a school leader will likely take the lead in the process, the decision is not solely theirs. This also ensures that they are not doing all of the work. Instead, each member of the committee plays a critical role in the process that often extends beyond simple decision making into implementation and follow through.

Shared responsibility helps reduce the pressure of making a big decision. Those on the committee provide a natural support system because they truly understand the commitment and dedication to making the correct decisions.

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7 Ways Collaborative Decision Making Can Transform Your School

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Schools should continuously be striving to improve. Every school should have this as a central theme in their mission statement. Schools that are either stagnant or complacent are doing the students and communities that they serve a major disservice. If you are not progressing, you will ultimately fall behind and fail.

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Hi Keelin! You have chosen a great article pertaining to this week's topic of decision making. This is my first "principal" course and it is slightly overwhelming to see how many hats our supervisors wear! I never understood how incredibly important delegating is.  In order to depend on these delegates, trust and teamwork cohesion must be established. Thanks for sharing! Devin Hagan

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I chose the same article. I really appreciate the environment created when everybody has a role to play. Collaboration says that everybody can contribute in some form or another. The main take away that I had was that everybody will make smarter decisions when they collaborate. There are multiple ways to solve issues and hearing different ideas push each educator to listen as much as they contribute.

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As a result of the intense research conducted for this weeks assignment, I found that Level 5 Leadership is a leadership style I would be extremely lucky and grateful to possess as an administrator. Level 5 leadership has the ultimate goal of becoming a great leader who conducts humility and will. This article provides information on the different levels of Level 5 Leadership and how those level can be achieved.

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Achieving "Greatness" as a Leader

What makes leaders great? Is it their courage? Their business acumen? Their expert knowledge? Their ability to organize?

Truly great leaders have a specific blend of skills. But they also possess something else; certain characteristics which are harder to define.

If you're in a leadership role, then you've likely wondered how you can move to that "next level," going from good to great leadership.

In this article, we'll examine "Level 5 Leadership" - a key idea that helps you do this. We'll explore what it takes to achieve greatness as a leader, and we'll discuss strategies that you can use to move up to this top level of leadership.

Introducing Level 5 Leadership

The concept of Level 5 Leadership was created by business consultant, Jim Collins. He wrote about it in a well-respected 2001 Harvard Business Review article, and published his research in his popular book, " Good to Great."

The concept came about during a study that began in 1996, when Collins began researching what makes a great company. He started by looking at 1,435 companies, and ended up choosing 11 truly great ones. These 11 companies were all headed by what Collins called "Level 5 Leaders."

He found that these leaders have humility, and they don't seek success for their own glory; rather, success is necessary so that the team and organization can thrive. They share credit for success, and they're the first to accept blame for mistakes. Collins also says that they're often shy, but fearless when it comes to making decisions, especially ones that most other people consider risky.

Level 5 Leaders also possess qualities found in four other levels of leadership that Collins identified. Although you don't have to pass sequentially through each individual level before you become a Level 5 Leader, you must have the skills and capabilities found in each level of the hierarchy.

Let's look at each of the five levels in more detail:

Level 1: Highly Capable Individual

At this level, you make high quality contributions with your work. You possess useful levels of knowledge; and you have the talent and skills needed to do a good job.

Level 2: Contributing Team Member

At Level 2, you use your knowledge and skills to help your team succeed. You work effectively, productively and successfully with other people in your group.

Level 3: Competent Manager

Here, you're able to organize a group effectively to achieve specific goals and objectives.

Level 4: Effective Leader

Level 4 is the category that most top leaders fall into. Here, you're able to galvanize a department or organization to meet performance objectives and achieve a vision.

Level 5: Great Leader

At Level 5, you have all of the abilities needed for the other four levels, plus you have the unique blend of humility and will that's required for true greatness.

How to Become a Level 5 Leader

It takes time and effort to become a Level 5 Leader. But the good news is that it can be done, especially if you have the passion to try.

Again, it's important to realize that you don't have to progress through each level in turn in order to get to Level 5. But you do need the capabilities found in each level in order to achieve Level 5 status.

Here are some strategies that will help you grow emotionally and professionally, so that you can develop the qualities of a Level 5 Leader:

Develop Humility

Conversely, as a leader, you need to take responsibility for your team's efforts, even when things go wrong.

Tip:

The 2007-2008 financial crisis showed many examples of how arrogant, self-glorifying, self-obsessed leaders led their organizations to ruin. Much of this chaos could have been averted if appointment committees had recruited Level 5 Leaders. Humility matters, including when it comes to recruitment.

Ask for Help

Level 5 Leaders are sometimes mistakenly thought of as "weak," because they ask for help when they need it.

Remember the Guy Kawasaki quote that "A players recruit A+ players, while B players recruit C players." If you're recruiting A+ players, why wouldn't you take full advantage of their skills? (The truth is that if you can recruit A+ people successfully and get the best from them, then you've become an A+ manager.)

Take Responsibility

So make sure that you take responsibility for your (and your team's) actions. Our Book Insight " No Excuses! The Power of Self Discipline" has more on this.

Develop Discipline

If you know in your heart that you're right, then don't let naysayers dissuade you from a course of action. It's always important to listen to differing opinions, of course, but don't let fear be your driving motivator when you make, or change, a decision.

Find the Right People

Lead With Passion

Level 5 Leaders are passionate about what they do, and they're not afraid to show it.

When you demonstrate to your team members that you love and believe in what you're doing, they will too. If you're having a hard time finding passion in your work, then you need to search for the human benefit in what you're doing.

See our article on Working with Purpose to explore how to find meaning in what you're doing. It's also important to create an inspiring vision for your people - our article on Transformational Leadership shows you how to do this.

Tip:

Use common sense in the way that you apply this idea.

In some environments - that is, in high-trust, properly-managed workplaces - Level 5 Leadership is something to aspire to, demonstrate and apply.

In low-trust or dysfunctional environments, however, you may need to use Level 5 Leadership more cautiously. Definitely apply the approach, but make sure that you're alert to the "corporate politics" going on around you.

Key Points

Level 5 Leadership is a concept developed by Jim Collins. After several years of research, Collins discovered that all of the great organizations that he studied were headed by what he called "Level 5 Leaders."

These Leaders have a unique combination of fierce resolve and humility. They were the first to own up to mistakes, and the last to take credit for success.

You can work on developing the following skills and characteristics to become a Level 5 Leader:

Develop humility.

Ask for help.

Take responsibility.

Develop discipline.

Find the right people.

Lead with passion.

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Level 5 LeadershipAchieving "Greatness" as a Leader

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Achieving "Greatness" as a Leader What makes leaders great? Is it their courage? Their business acumen? Their expert knowledge? Their ability to organize? Truly great leaders have a specific blend of skills. But they also possess something else; certain characteristics which are harder to define.

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A Principals Top 10 List for Successful Communications

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A Principals Top 10 List for Successful Communications

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The lack of communication can frustrate and demolish an entire learning community. I chose this article for my last padlet because I do believe communication is the key to success for ANY functional system. I great communication is used everyday, effectively, those within a school system will know and understand what it takes to achieve success. This article gives 10 practices for successful communication along with actions and examples for achieving success. I plan to print them out and post them in my office one day.