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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Developing emotional intelligence in school leaders is critical to meet the needs of a staff that is engaged in developing a common vision for their school, maintaining a focus on high achievement for all students, and creating a school culture of trust and respect. An overwhelming body of research is clear that school culture and ethos can increase engagement, productivity, and accelerate student learning. Great school leadership and positive school culture matter. One is not more important than the other, nor can either exist independent of each other.

Over the past decade, we have called for principals to be instructional leaders, lead learners, learning leaders, managers, data gurus, and hiring experts, among many other duties. However, the field of education has been slow to recognize the importance of emotional intelligence as a key skill for principal success. Michael Fullan, one of the leading authorities on educational leadership, has indicated that the future of the school administrator in the 21st century appears to be tied more closely than ever to establishing successful and harmonious relationships. Well, the future is now! We can no longer ignore the importance of emotional intelligence for school leaders and the impact that leadership has on school culture.

Emotional intelligence, or EI, can be defined as an "ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action" (Salovey & Mayer, 1990, p.189). Fullan (2001, pg.74) stated, "In a culture of change, emotions frequently run high," and added that emotional intelligence, creating successful relationships, and leading change will be the responsibility of all future principals.

Since 2007 I have been supporting, coaching and working with school leaders and emotional intelligence. Recently, I had the opportunity to facilitate a Leadership Academy in Hattiesburg, Mississippi and a Principal Conference in Austin, Texas focused on emotional intelligence and school leadership. During the workshop school leaders shared challenges they have faced, explored strategies for dealing with emotions and participated in role play of introducing a new initiative. Here are five key strategies and takeaways from the day that can help all school leaders improve their EI:

1. E + R = 0. This success formula, inspired by the work of Jack Canfield, is one of the most important strategies to apply every day at work and in your personal life. The E stands for Event, the R for Response and the O equals Outcome. We can never control or change the events in our life. However, our outcomes will depend on our responses to these events. Some responses are disciplined, purposeful and thoughtful that lead to great outcomes. Other reactions (not responses) are impulsive and irrational and lead to poor outcomes. What is even more alarming, as leaders our responses or reactions become others' events! We need to be in more control and not let our emotions hijack us to get the outcomes that we desire.

2. Demonstrate and communicate empathy. Empathy is one of the most important dispositions of successful leaders. The ability to demonstrate and communicate empathy is a skill. When presenting to groups of school leaders, I usually show a short clip of President Reagan's speech to the country shortly after the Space Shuttle Challenger explosion. The "Great Communicator" speaks slowly, sincerely, displays empathy, and connects with the millions of Americans who were watching in their living rooms that evening. His mannerisms, gestures, voice, and tone communicated nothing but empathy for the families of the astronauts, NASA, and all Americans.

3. Differentiate between opinions and feelings. If a principal asks her staff, "How do you feel about the new school schedule?" she's likely to hear opinions-it cuts into instructional time, there is not enough time for teacher planning and collaboration, etc. An emotionally intelligent school leader probes further, encouraging staff to share their emotions about the situation and why they feel that way. Educators may feel afraid that the new schedule won't allow them to be as effective, or sad that they weren't teaching their favorite class anymore, or angry that their individual planning time had been reduced. Leaders with strong EI are able to differentiate between opinions and feelings, and empathetically and specifically address each person's concerns. Emotions can be intense, disruptive, de-motivating, motivating, exhilarating, positive, and negative, and they can challenge the leadership abilities of any person.

4. Identify "triggers" that can hijack your emotions and prevent you from being your best. We all have things that test our patience. It is only human. When a leader is aware of those triggers, they are better prepared to control their emotions and behaviors. We coach school leaders to be prepared to "respond" to events and not "react" to them.

5. Separate logic from emotions. Debate and question. Pause before acting. People are not creatures of logic, but creatures of emotion. Imagine that you get an unexpected message from the superintendent or a school board member requesting that you call them back immediately. The emotional part of the brain responds quickly, "What's wrong? Did I not handle something properly? What problem am I going to be asked to take care of?" Our emotional response is meant to protect us, but it can also challenge our ability to stay under control in stressful situations. We have all probably regretted hitting "Send" on an email that was written quickly in an angry or anxious state. This goes back to E = R = O. Press pause, get control of your emotions and take some time to think logically about the situation and your response. This pause, coupled with an appropriate response will help reduce the potentially negative consequences of acting on emotion.

6. Balance patience and persistence. Be empathically assertive. Richard Dufour once shared, "If you wait for everybody to get on the school improvement train, that baby will never leave the station." We have also learned that to go fast, go alone, but to go far, go together. Balancing patience and persistence is an art for the emotionally intelligent leader. It's important for school leaders to know when to nudge, push, pull, pause, and change course, if needed. Skillful leaders constantly have their hand on the thermostat and know when to turn the temperature up or down in leading school change. Some leaders mistakenly think they have high EI because are sensitive and have feelings. Rather, emotional intelligence means being attuned to the feelings of others.

Emotional intelligence is a critical skill for school administrators to build trust, increase staff engagement, and create a culture where teaching and learning thrive. For leaders to navigate the complex environment of education today, they need feedback and support to not only improve their skills as instructional and learning leaders, strong collaborators, and effective communicators, but also how to deal with the emotions of others as well as their own.

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Emotional Intelligence for School Leaders - EPIC Impact Education Group

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Developing emotional intelligence in school leaders is critical to meet the needs of a staff that is engaged in developing a common vision for their school, maintaining a focus on high achievement for all students, and creating a school culture of trust and respect.

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Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

Transformational leadership is a leadership style that can inspire positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

Quick Background

The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation."﻿﻿

Later, researcher Bernard M. Bass expanded upon Burns's original ideas to develop what is today referred to as Bass's Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect, and admiration from their followers.﻿﻿

Mental Health in the Workplace Webinar

Components

Bass also suggested that there were four different components of transformational leadership.

1. Intellectual Stimulation: Transformational leaders not only challenge the status quo; they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.

2. Individualized Consideration: Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of the unique contributions of each follower.

3. Inspirational Motivation: Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfill these goals.

4. Idealized Influence: The transformational leader serve as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.

So what are some typical signs of a transformational leader? Groups led by this type of leader tend to be both successful and loyal. They give a lot to the team and care deeply about the group's ability to accomplish its goals. Turnover tends to be quite low as transformational leaders are able to inspire a great deal of commitment in their followers.

In their classic text, Transformational Leadership, authors Bass and Riggio explained:

"Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and, in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization."

"Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders," explained psychologist and leadership expert Ronald E. Riggio in an article for Psychology Today.

The reason, he suggests, is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered.

What can you do to become a more transformational leader? Leadership experts suggest that having a strong, positive vision of the future plays a critical role. Not only is it important to believe in this vision yourself; you've also got to inspire others to buy into your vision as well.

Link to Well-Being

According to the results of one study, this style of leadership can also have a positive influence on employee well-being.﻿﻿

The study published in the Journal of Occupational and Environmental Medicine involved surveying workers at several different German information and communication technology companies. Researchers asked participants to answers questions about their employer's leadership style.

A score for transformational leadership was then determined based on qualities such as providing intellectual stimulation, giving positive feedback for good performance, leading by example, and helping employees feel like they were making a contribution toward the goals of the group.

The researchers discovered that employees who identified a higher level of transformational leadership in their employers also had higher reported levels of well-being. The effect stayed significant even after researchers controlled for factors that are linked to well-being such as job strain, education, and age.

"The results of this study suggest that a transformational leadership style, which both conveys a sense of trust and meaningfulness and individually challenges and develops employees, also has a positive effect on employee well-being," the authors summarized.

Real-World Applications

So what impact could such results have for managers and workers?

The study's authors suggest that the results are important and can help companies develop leadership training programs that can be used to teach transformational leadership skills. Acquiring communication skills such as resolving conflicts in the workplace and recognizing the needs of employees are an important part of transformational leadership.

"Such training programs can be seen as another essential component of workplace health promotion and prevention efforts and therefore should receive wide support," explained the study's authors.

A Word From Verywell

The transformational style of leadership can be highly effective when used appropriately, but it might not necessarily be the best choice for every situation. In some cases, groups may require a more managerial or autocratic style that involves closer control and greater direction, particularly in situations where group member are unskilled and need a lot of oversight.

One way to improve your own leadership skills is to assess your own current leadership style and think about ways in which your strengths can benefit the group you are leading. By evaluating your own skills, you will be better able to play to your strengths and work on improving your areas of weakness.

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How Do Transformational Leaders Inspire and Motivate Followers?

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Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

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I wanted to think about my own "Educational Leadership Philosophy" and put it into words as I come into the new school year. As I write this down, I love the picture below that reminds me it is not only what we say, but what we do that matters.

cc licensed ( BY SA ) flickr photo shared by Soliya

Education and school have traditionally been the hub of our communities. Not only for the wisdom and knowledge that they create for our present and future, but for the connections that they create amongst a community. Growing up in a small town, teachers were revered and respected for the work that they did with students, and they always made an effort to connect with parents to bring them in on the learning process of their child, not just with developing intelligence, but developing students as people. The notion of, "it takes a village", is something that I believe in deeply, and believe that it is more important now than ever.

As a leader, I believe in bringing a community together to share leadership in many different avenues. In a quote from Tom Peters, he states that "leaders don't create followers, they create more leaders." In a school community, this starts at the top in working with others to develop their leadership in every position and level of school. By focusing on an individual's strengths, you show that you value their expertise first, before you look to help them develop in other areas. This strength-based focus helps to build a relationship with each individual, pushing them to be better every day. When the leader of an organization has this belief and proves it through actions, it trickles down to students in the classroom. The more experience I have in leadership, the more I see that effective teachers are effective leaders, and have this same strength-based approach with their students. If we have a community that focus on building leadership in all areas, we are more likely to be successful within our vision.

Through this value on developing leadership, our schools are more open not only to navigate but to lead change as well. As society continues to change, schools need to adapt to best serve our students for their future as well as their present. Those that are willing to adapt and learn from change now, will be the ones that are most likely to be successful in the future. As we see different jobs being created in our world, while other jobs are becoming irrelevant, we look to develop the next generation of entrepreneurs in schools. This is often created by instilling a sense of "intrapreneurial spirit" within educators that are always looking to develop and further the organization. While we look and build on what has worked in the past, we must also continuously look forward.

One of those changes in our world is a shift to an open and transparent environment. As an administrator, I have the opportunity to become better by continuously being able to visit classrooms and see what the most effective teachers do. Peers do not have this same opportunity because of our physical environment. Through the use of different technologies such as blogging and Twitter, we open up our classrooms to other educators not only in our own schools, but to schools around the world to bring them in on this collaboration. As I always focus on "what is best for kids", it is crucial that we look to not only help our own students, but how we can help other students from around the globe as well. As we tell our students when they walk into our schools, we must ensure that we create a culture of sharing within our own community to learn from others around the world, as well as within our own community. The most innovative environments outside of school tap into the "wisdom of the room" and bring in different voices to continuously learn and grow; schools must do the same.

To be successful, people must have a purpose within our organization. This included parents who are a great untapped resource within our own communities. We can no longer have children going home and being asked the question, "what did you learn today?", and responding with, "nothing." By opening the doors to our classrooms through both physical and virtual environments, we have the opportunity to change the conversation at home. Parents are able to be actively involved in the process of learning, leading to a higher opportunity for success of each child. The more we can involve parents in this process at home, the more likely students will be successful in school, and beyond. This community support is imperative.

In summary, building relationships, developing leadership, and focusing on school as the "hub" of our community,we are more likely to create an environment where our students are building a bright future both today and tomorrow. By looking at what worked in the past while also looking to develop our future, our community is more likely to be able to come together to create the schools our kids need.

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I wanted to think about my own "Educational Leadership Philosophy" and put it into words as I come into the new school year. As I write this down, I love the picture below that reminds me it is not only what we say, but what we do that matters.

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Spread the loveThere are four major styles of leadership which apply well in the educational setting. While each of these styles has its good points, there is a wide berth of variation, and in fact, transformational leadership is truly an amalgamation of the best attributes of the other three.

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education

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A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management

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This study was motivated by the premise that no nation grows further than the quality of its educational leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management.

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Education Week American Education News Site of Record - Education Week

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Find breaking news, analysis, and opinion on K-12 education issues affecting school and district leaders, teachers, policymakers, and ed-tech professionals.

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Recruiting Resources: How to Recruit and Hire Better

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This Principal interview profile brings together a snapshot of what to look for in candidates with a balanced sample of suitable interview questions.

Principal Interview Questions

Hiring a Principal typically involves a small army of people. The hiring committee decides the essential requirements based on existing needs and with state and district goals in mind. The same committee oversees the hiring process. Candidates for the position of Principal at a school interview with the committee first, then return for one-on-one interviews or an interview with the core administrative team.

Use these interview questions to start purposeful, open-ended conversations with your candidates at the initial committee interview. The questions will help you evaluate your candidates' practical experience as educators and their overall ability to lead teaching and learning at your school.

There is no role at a school with more pressure and more visibility than the Principal. These interviews are critical for evaluating soft skills as rigorously as the hard skills. Yes, you'll be looking at their prior effectiveness in improving student outcomes. But can they hire, train, and develop teachers? How do they communicate with parents? Can they shape the school's culture in a positive way, creating a safe, challenging, and disciplined space for learning? What are some indicators of success for principals at this school? Evaluate your candidates against your metrics for success.

Operational and Situational questions

How much do you know about this school's improvement plan? What do you think you can contribute to that plan?

Describe your vision of an effective (elementary/middle/high) school in as much detail as possible.

How would you describe your leadership style?

How would you rate yourself as a disciplinarian?

Recall a time a situation needed to be handled with great sensitivity and tact. What was the issue? What was the outcome?

How do you empower teachers to be leaders?

List some traits of highly effective teachers. How does this inform the way you hire them?

Recall a time you made an unpopular decision. What was the reaction? How did you handle it?

Some teachers are complaining about a lack of administrative support. How would you address it?

How do teacher evaluations correspond to student achievement?

How do you help teachers improve their instruction methods?

What classroom management strategies have been most effective for you?

How would you advise new teachers during their first year on the job?

Describe a time you had to give negative feedback to a veteran teacher. How did it go?

How would you bridge the gap between advantaged and disadvantaged students?

How do you know when a parent organization is effective?

When dealing with difficult students, at what point do you involve parents? How would you communicate with them?

Describe a time you discovered a student actively endangering other students. How did you handle it?

What would you do if a group of students launched a complaint against a teacher?

What would you do if extracurricular activities were in danger of being phased out due to budget cuts?

What new services or activities did you establish at your previous school?

How would you increase the school's involvement with the community?

What are the strengths of this school? What are our weaknesses?

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Principal Interview Questions - Hiring | Workable

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This Principal interview profile brings together a snapshot of what to look for in candidates with a balanced sample of suitable interview questions. Hiring a Principal typically involves a small army of people. The hiring committee decides the essential requirements based on existing needs and with state and district goals in mind.

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From time to time, Education World updates and reposts an archived article that we think might be of interest to administrators. We hope you find this recently updated article to be of value
We thought we'd ask school principals to recommend the "best professional books" around! Included: Don't see your choice on the list? Let us know!
Every principal has a shelf full of professional books, but which is the one book that principals turn to time and time again for inspiration or ideas, for motivation or solace?

If you could have only one book on your professional bookshelf, which would you choose?

Does one book inspire you more than any other.

Do you reread a book on a regular basis?

Have you learned more from a certain book than from any other?

Education World wanted to learn what principals have to say about the current crop of professional literature and about some old favorites. So we asked our "Principal Files" principals to help.

In their responses to those questions, our P-Files principals shared a wide range of professional books aimed at addressing as wide a range of needs. We offer the list below, and the principals' comments, as a shortlist of some of the best books on principals' professional bookshelves today. Looking for a good read? Pick up one of these books!

Is your favorite professional book listed below? This is not a definitive list of the best literature for principals. Your favorite book might not even be listed. If that is the case, why not spread the word about that book on an Education World message board. "Join the discussion" so your colleagues might benefit from your positive reading experience!

First Things First Every Day: Because Where You're Headed Is More Important Than How Fast You're Going
Authors: Stephen R. Covey, A. Roger Merrill, Rebecca R. Merrill
Publisher: Fireside (June 1997)
Principal Comment: "A few years ago, my assistant principal and I chose to read The 7 Habits of Highly Effective People (another book by Covey) as a resource for our professional growth An understanding of the seven habits motivated us to want to learn more about how we could use them to improve our effectiveness. That led us to read and reflect on Covey's Principle-Centered Leadership. After that experience, we decided we wanted to find a system to help manage our time more effectively so we could develop into good principle-centered leaders We read First Things First one chapter at a time, reflected on it, discussed it, and implemented it ... Our school is focused on guiding principles that foster trust, cooperation, and teamwork among the entire school population. First Things First helped us focus on the important things and forget the things that are not urgent or important Taking time to do important reflection and planning has made us better leaders and made our school a better place to be.
Dr. Jim Jordan, principal
Buford High School
Lancaster, South Carolina

If You Don't Feed the Teachers They Eat the Students: A Guide to Success for Administrators and Teachers
Author: Neila A. Connors
Publisher: Incentive Publications (March 2000)
Principal Comment: "This is a great book for administrators -- it's fun to read and full of great ideas. The book's chapters follow a dining theme, with chapter titles such as "Creating the Ambiance -- Preparing to Dine," which addresses school atmosphere, and "The M.E.A.L.S. (Meaningful Experiences Affecting Long-Term Success) of a Great School," which touches on faculty meetings. The book closes with two chapters that offer hundreds of suggestions to help a caring principal 'feed' the faculty spirit. You will enjoy every chapter!"
Betty Peltier, principal
Southdown Elementary School
Houma, Louisiana

Another Principal Comment: "My choice of Barth is based on his philosophy, that all of us are part of a community of learners."
Helene M. Dykes, principal
Tijeras Creek Elementary
Rancho Santa Margarita, California

Leadership for the Schoolhouse: How Is It Different? Why Is It Important?
Author: Thomas J. Sergiovanni
Publisher: John Wiley & Sons (2000)
Principal Comment: "Leadership in the Schoolhouse addresses school culture in a way no other book has Sergiovanni puts his finger on the pulse of school culture, how it develops, what factors influence it. Yet he doesn't give a recipe. Rather, he notes factors and how they interact differently in different schools Sergiovanni paints schools as unique organizations. He disputes the notion that business principles can be applied to schools. He highlights how schools and businesses are different by their very nature; human interactions cannot be 'created' in a production line. He values leadership skills within a schoolhouse. Even the word schoolhouse evokes a different image than school building or school. Sergiovanni clarifies why good educators consider their choice of careers not as a career, but as a vocation. Well worth reading!"
Bridget Sullivan, principal
Warren Community Elementary School
Warren, Massachusetts

The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and Tougher Standards
Author: Alfie Kohn
Publisher: Mariner Books (2000, paperback)
Principal Comment: Kohn covers a vast body of research while encouraging parents and educators not to become "hooked" by the standards movement in such a way that active learning, thinking skills, and interpersonal communication are lost. For those principals who feel they are being asked to return to the days of traditional teaching in the guise of meeting standards, this book is a lifesaver!
Julie S. Ryan, principal
Lower School
The American School in London
London, England, UK

Another Principal Comment: "For insight into leadership principles, I would recommend Stephen Covey's 7 Habits series. Dr. Covey has collected an incredible amount of data that he synthesizes for the reader. He emphasizes the importance of planning in our daily life as well as our professional life. To prevent school from becoming a series of fires to be put out by the principal, we must learn to plan. That allows us to be proactive with problems rather than reactive."
Alan Seay, principal
Iowa Park High School
Iowa Park, Texas

Tuesdays With Morrie
Author: Mitch Albom
Publisher: Doubleday (1997)
Principal Comment: "I am surrounded by stacks of books about teaching, curriculum, behavior, leadership, and school reform For me, it has been people, not books, [that have inspired me] I have a Morrie of my own. He is a professor at Cal State Sacramento. He is the reason I read all of the other books and the reason that there is room for the wisdom of others to find a home in me."Lyn McCarty, coordinator of special education services
Sacramento, California

Who Moved My Cheese? -- An Amazing Way to Deal with Change in Your Work and in Your Life
Author: Spencer Johnson, Kenneth H. Blanchard
Publisher: Putnam Publishing Group (1998)
Principal Comment: "We are dealing with change as we work toward becoming a model Great Expectations School. This little book provided many laughs and a wonderful method of self-evaluation as we deal with change. Now, instead of asking 'why?' my teachers laugh and ask 'Who moved my cheese today?'"
Betty Luckett, principal
Oakes Elementary School
Okemah, Oklahoma

PRINCPAL PICKS!

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Principals Recommend Best Professional Books | Education World

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From time to time, Education World updates and reposts an archived article that we think might be of interest to administrators. We hope you find this recently updated article to be of value We thought we'd ask school principals to recommend the "best professional books" around! Included: Don't see your choice on the list?

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Here's a mantra for you: leaders must be readers. Reading and learning from peers in and outside of your profession is one of the most effective ways to grow your management skills. It's important you understand how to lead yourself, how to clearly communicate with your team, how to motivate them, and how to persevere when things don't go as planned. Discovering how other leaders, both in and outside of education, rise to the occasion is the best way to continually learn, feel inspired, and challenge yourself to think more critically and creatively.

We've curated a list of 11 books on leadership to add to your night table this summer. From the traditional to the out-of-the-box, all will plant new ideas in your head so you'll be re-energized and ready to lead, inspire, and motivate come the new school year!

An easy read that breaks down three of the most practical tent poles of good leadership-setting goals, praising your team, and re-directing when things go awry. You'll develop ways to do so quickly, concisely, and of course, effectively!

This classic fable about a traveling shepherd boy who meets several spiritual messengers on his quest for treasure may not seem like a leadership guide. But this boy's encounters are great lessons about listening to your heart and following your dreams-two qualities every great leader adheres to.

This is likely the most famous book on our list and with good reason-there's no better read on the art of effective communication and interacting with your team in ways that leave them feeling valued.

The idea is if you can discipline yourself to take on only the tasks that are absolutely essential-your level of productivity will soar, opening up more time and energy in your life to focus on the things that really matter and really make you happy.

The big question asked in this book is: what makes high-achievers different? The answers may surprise you as Gladwell looks at success from an unconventional perspective-including what made the Beatles the greatest rock band and why Asians tend to be good at math.

Change your morning routine, change your life is the message of this best-seller. You'll learn how to wake up each day with more energy, motivation, and focus so you can take your personal and professional life to the next level of potential.

Creative thinkers have been following Cameron's 12-week program for years, crediting it for the ability to finish novels, write songs, or reignite a passion for the arts. So, what can you learn here about leadership? Well, if you're feeling creatively fulfilled, it becomes contagious to those around you.

This book is about reframing your mental outlook to create affluence. But at the core, it's about changing your mindset to achieve anything you desire. And a nice reminder that positivity is the best motivator in the workplace!

True North teaches you how to create your own Personal Leadership Development Plan. It's centered on knowing your authentic self, defining your values and leadership principles, understanding your motivations, building your support team, and staying grounded by integrating all aspects of your life.

Trust, credibility, and ethics are the core principles discussed in this book. The authors say these are crucial for every good leader to succeed!

If you can't motivate, you can't lead-and this book is packed with the secrets of motivation. Hint? Rewards and punishment actually don't bring out the best in others!

11. Winners by Alastair Campbell

From Michael Phelps to Barack Obama-this is a collection of real, raw, and in-depth interviews with some of the most successful people on the planet. They don't hold back about their drive and how they achieved goals beyond their wildest dreams.
Join our Facebook group Principal Life for more ideas on how to transform your school.

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11 Books on Leadership to Read This Summer - School Leaders Now

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Here's a mantra for you: leaders must be readers. Reading and learning from peers in and outside of your profession is one of the most effective ways to grow your management skills. It's important you understand how to lead yourself, how to clearly communicate with your team, how to motivate them, and how to persevere when things don't go as planned.

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It could be easily said that a great leader is someone who possesses a vision and the courage to follow through, who has integrity, honesty, humility and continues to be focused in the face of adversity.

Though, it is evident with the great leaders in history, that there are no similar traits that define the greatness of a leader.

Leadership is essential for a well-oiled organization and though it is often identifiable in practice it is difficult to accurately describe. It cannot be defined by an individual's characteristics, by their upbringing, education or social skills. There is not always a motive to achieve or the need for power and it cannot be classed as a by-product of success.

Leaders are mostly self-made and are only as good as their willingness to develop daily. It may not always show signs of success but then that is the process of a great leader, as every success and failure is an invaluable lesson.

Business is a game that has no end, the only way to succeed is to look to the future of the business and how it is going to get there. Self-belief that is built on knowledge is essential on the business journey. Especially when faced with setbacks and resistance, particularly when introducing new concepts to a well-established market. Leading by example, following through on convictions and driving forward with purpose shows a strength of character and a fearlessness towards "getting your hands dirty."

As an entrepreneur, vision will always play an integral part, as moving forward to make that vision a reality will give employees opportunities to grow within their position. Inspiring them to embrace that vision as if it were their own. For that to happen a level of trust needs to be relinquished. Starting out with just friends to help may not work for everyone but can instill the ability to trust early in the business.

Trust goes both ways. This can easily be built upon with honesty, with clear communication and the willingness to discuss ideas and thoughts with others. Realizing that the leader is not responsible for the job but for the people that are responsible for doing the job. Sharing the success and being personally accountable for the failures. Also, showing empathy to the person and not their position as work life is not autonomous of the personal.

As vital as it is to keep developing as a leader, to have a strong sense of self-belief, to encourage others to grow, to convey trust and to earn the trust of others it would mean nothing if those hired do not fit the ethos of the company. A group of people with a similar set of values and beliefs create a sense of community. Working together towards a common goal, supporting weaknesses and nurturing strengths promotes a sense of camaraderie and improves levels of productivity.

Taking a more relaxed, less formal approach when interviewing prospective candidates enables the person to come out from behind the wall put up for interviews. Finding out what motivates a person is just as important as their qualifications and experiences.

Being a great leader encourages the development of new leaders by hiring the right people with similar attributes. People who have the courage to speak of their views, who are honest, focused and has a willingness to develop daily. A good leader and follower relationship are those that learn and adapt to the other. There are no leaders without followers and if a company is only as good as its leader, a leader is only as good as their followers.

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It could be easily said that a great leader is someone who possesses a vision and the courage to follow through, who has integrity, honesty, humility and continues to be focused in the face of adversity. Though, it is evident with the great leaders in history, that there are no similar traits that define the greatness of a leader.

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If you are in the position to lead, you most certainly want to be a great leader. It's an ambition that can take many forms: You may envision making an impact with your company or making change on a global scale.

Whatever your situation, there are specific skills that can help you become the leader you want to be and know you can become.

Here are 10 important ones:

1. Build collaboration.

One of the most common misunderstandings of leadership is that it's about acquiring power. The best leaders use whatever power they have--and their time and energy--to collaborate with others. Position yourself as a leader who is there to support the success of those around you. You'll find that when they succeed, you succeed.

2. Focus on your team.

The people working with you are your most important asset. Be there to serve them by investing in them, appreciating them, and developing them. Get to know them, and give them the space and respectful environment they need to get to know each other and do great work together.

3. Call out dysfunction.

Nobody likes dealing with drama. But sometimes it's necessary to keep small problems from growing into something overwhelming. Leaders must be able to address dysfunction in their team with consistent policies and a strong stand expressed calmly and confidently.

4. Challenge the status quo.

To develop into a great leader, you first need to understand where and how you can truly make an impact. Strong leadership doesn't maintain the status quo but takes on powerful challenges and finds a way to make a significant difference in any situation.

5. Concentrate on learning.

Keeping up isn't enough. Business is competitive, and as a leader you have to be ahead of the curve. Learning, growth and responding to change are key. Cultivate a passion for learning in yourself and your team.

6. Be accessible and available.

It really is lonely at the top, which is reason enough not to isolate yourself, but access and accountability benefit your team at every level. Great leaders understand the value of connection with others and spend time with their team on a regular basis.

7. Establish your values and convictions.

Every action you take speaks to who you are as a leader, and every expressed value demonstrates your beliefs. By establishing your values and standing up for your convictions, you let others know where you are. A leader's values are like fingerprints: nobody's are the same, and you leave them on everything you do.

8. Demonstrate accountability at every level.

Accountability is essential to getting things done, the glue that ties commitment to results. To work, accountability has to be consistent at all levels--including your own.

9. Lead with character.

Values and convictions are important, but character is what keeps your actions and words in line with what you believe. There's nothing more important in leadership.

10. Pass your leadership on.

Leaders who rely on fear and power and intimidation aren't so much leaders as bullies. True leaders are always nurturing and mentoring others on the team, which means letting them take the wheel sometimes. When you allow others to take the lead, you give them a chance to showcase their skills and talent, and you inspire your whole team to bring their best.

Great leaders don't set out to be a leader... they set out to make a difference. It's never about the role, position or title, it's always about making an impact.

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10 Important Skills All Good Leaders Share

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If you are in the position to lead, you most certainly want to be a great leader. It's an ambition that can take many forms: You may envision making an impact with your company or making change on a global scale.

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Leaders know what they value. They also recognize the importance of ethical behavior. The best leaders exhibit both their core values and their ethics in their leadership style and actions. Your leadership ethics and values should be visible because you live them in your actions every single day.

A lack of trust is a problem in many workplaces. If leaders never identified their values in these workplaces, the mistrust is understandable.

People don't know what they can expect. If leaders have identified and shared their values, living the values daily -visibly will create trust. To say one sentiment and to do another will damage trust-possibly forever.

To walk your talk as a leader is the most significant way in which you demonstrate why employees can trust you and that you are an ethical and principled leader.

In " Trust Rules: The Most Important Secret," three constructs of trust are explored. Dr. Duane C. Tway calls trust a construct because it is constructed of these three components: "the capacity for trusting, the perception of competence, and the perception of intentions."

Workplace ethics take the same route. If the organization's leadership has a code of conduct and ethical expectations, they become an organization joke if the leaders fail to live up to their published code. Leaders that exhibit ethical behavior powerfully influence the actions of others.

To really make a difference in your organization, you need to do all three. A reader wrote to support this view.

"Within the organizations, in which I have had the opportunity to serve, the core values were communicated by actions mostly-in the ways in which business is conducted on a day-to-day basis, and not so much in words directly spoken or written.

"I am a strong advocate of demonstrated values more than written or spoken-actions speak louder. But, I also believe that written values that reinforce and support specific actions, and specific actions that reinforce and support written values, make a powerful combination. Their power far exceeds the power of one or the other by itself. If it is written down and demonstrated in action, we can really hold our feet to the fire when we need to."

Choose Your Leadership Values

The following are examples of values. You might use these values as the starting point for discussing values within your organization:

ambition, competency, individuality, equality, integrity, service, responsibility, accuracy, respect, dedication, diversity, improvement, enjoyment/fun, loyalty, credibility, honesty, transparency, innovativeness, teamwork, excellence, accountability, empowerment, quality, efficiency, dignity, collaboration, stewardship, empathy, accomplishment, courage, wisdom, independence, security, challenge, influence, learning, compassion, friendliness, discipline/order, generosity, persistence, optimism, dependability, flexibility, reliability, responsibility, customer serving

As a leader, choose the values and the ethics that are most important to you, the values and ethics that you believe in and that define your character.

Then live them visibly every day at work. Living your values is one of the most powerful tools available to you to help you lead and influence others. Don't waste your best opportunity to deeply engage the minds and hearts of your workers and customers.

Consciously Choose Your Organization Values

Organizations that are effective, customer-centric, and employee-oriented, develop a clear, concise and shared meaning of values/beliefs, priorities, and direction within their organization.

They want every employee to understand the values, contribute to the values, and live the values. Once defined, the values should impact every aspect of your organization.

You must support and nurture this impact or identifying the values will have been a waste of your time. People will feel fooled and misled unless they see the impact of the exercise within your organization-every day.

See a recommended process for identifying your values.

Leaders must lead in every aspect of selecting and living organization values.

Examples of Workplace Values

These samples of workplace values were developed by several organizations with facilitation by their leaders.

A Human Resources Development office chose these values as a reflection of how they want the organization to perceive them.

Integrity

Belonging/Caring

Helping/Contributing

Inner Harmony, Peace of Mind

Personal Growth, Learning, and Self-Actualization

Achievement /Accomplishment

Financial Stability

Fun

A University Student Health Center staff developed the acronym "I CARE" as a tool for remembering and expressing values. In the final document, each word is defined by a series of value statements which describe how the value is expressed in their workplace.

Characteristics of a Successful Leadership Style

Much is written about what makes successful leaders. These articles focus on the ten characteristics, traits, and actions that are key.

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Do You Know Your Leadership Values and Practice Ethically?

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Leaders know what they value. They also recognize the importance of ethical behavior. The best leaders exhibit both their core values and their ethics in their leadership style and actions. Your leadership ethics and values should be visible because you live them in your actions every single day.

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Great leaders come from all eras, all levels of society, and all cultures--but there are certain beliefs great leaders share. These core beliefs are the foundation of your leadership, the things that will help you become successful. See how many you share:

1. Leading by example. Albert Schweitzer said, "Example is not the main thing in influencing others. It is the only thing." The people around you are watching your every move and looking to emulate you.

2. Balancing vision and execution. Success requires two interrelated elements: a compelling and clearly articulated vision and the ability to inspire others to work with you in carrying it out.

3. Showing respect. Earning the respect of others is important, but showing respect is the foundation of meaningful relationships--and therefore of leadership.

4. Accepting accountability. Being accountable means that you accept responsibility for the outcomes expected of you, both good and bad. You don't blame others, and you do the right thing even when it's not easy.

5. Committing to courage. Aristotle called courage the first virtue, because it makes all of the other virtues possible. Courage is not the absence of fear but the acquired ability to move beyond the fear when times are tough and challenging, because at the end of the day courage is the commitment to begin without any guarantee of success.

6. Delivering inspiration. If you can inspire a group of people to believe in something, you can motivate them to be in constant state of transformation and to ignore the perceived notion of their limitations. Leadership is about making others better as a result of your presence, and making sure it lasts in your absence.

7. Taking risks and learning from mistakes. There's no reward without risk--but even the worst mistakes should never stop you from taking a chance again. Success is all about taking risks.

8. Exhibiting confidence. Confidence is treated as something we're either born with or not, but it can be practiced and learned. Great leaders understand that you must believe in yourself to have the confidence to lead others.

9. Welcoming Optimism. Optimism is a magnet. If you stay positive and optimistic, good things and good people will be drawn to you.

10. Leading with integrity. Integrity is the consistency of your actions, your words, your values, and your moral principles. It's at the center of every true success.

11. Investing in others. When you make the time to invest in others, they will return great value. When you invest in your people you are investing in the future.

12. Encompassing humility. Great leaders remain humble even after they have acquired great success, money, and power. Confidence is who we are on the outside, and humility is who we are on the inside.

13. Contributing through fairness. If you treat people fairly they will likely treat you back with the same. Leaders who are fair and impartial are the ones who are admired and remembered.

14. Maintaining focus. Great leaders live by the acronym FOCUS--Follow One Course Until Successful. They succeed because a concentrated focus determines reality.

15. Manifesting loyalty. The deepest devotion occurs when loyalty is a two- way street. When you lead you need to give your loyalty and give it daily.

16. Embodying honesty. Integrity requires that you be true and honest--and the long reach of electronic media makes keeping secrets a risky proposition. People respect true hearts because they produce honest actions.

17. Honoring trust. The first job of a leader is to inspire trust and build it daily, and great leaders know that trust must be given if it's going to be earned. Leadership is an achievement of trust.

18. Exhibiting appreciation. Everyone wants to be valued and appreciated and recognized for who they are and what they do. As a leader, you must find ways to recognize and reward people when they do great work.

19. Embracing communication. Communication is vital--and that means being not only a great speaker but also a great listener. Great leaders engage directly with what's in front of them, and they never underestimate the power of the smallest interaction.

20. Measuring each moment. Great leaders believe that true leadership is measured in moments, not years. What you do every moment today will influence your future.

21. Leading with character. The things that make you different are the things that define your character, and your character is what defines your leadership.

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21 Core Beliefs That Will Take Your Leadership From Good to Great

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Great leaders come from all eras, all levels of society, and all cultures--but there are certain beliefs great leaders share. These core beliefs are the foundation of your leadership, the things that will help you become successful. See how many you share: 1. Leading by example.

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By Alyson Klein and Evie Blad

U.S. Secretary of Education Betsy DeVos released a long anticipated rewrite of federal Title IX guidance Friday that allows schools to raise the bar on what evidence is needed to prove claims of sexual assault and harassment.

The guidance replaces an Obama-era civil rights directive that DeVos revoked in September 2017. Secretary DeVos claimed that guidance didn't do enough to protect the due process rights of the accused. Her move, and the new guidance released this week, face intense criticism from women's groups that say the rewrite doesn't do enough to protect students who've been victims of sexual assault and harassment.

"Throughout this process, my focus was, is, and always will be on ensuring that every student can learn in a safe and nurturing environment," DeVos said in a statement. "That starts with having clear policies and fair processes that every student can rely on. Every survivor of sexual violence must be taken seriously, and every student accused of sexual misconduct must know that guilt is not predetermined. We can, and must, condemn sexual violence and punish those who perpetrate it, while ensuring a fair grievance process. Those are not mutually exclusive ideas. They are the very essence of how Americans understand justice to function."

The new rules from DeVos dictate when schools are obligated to intervene to address such victimization and when those obligations kick in.

While most of the debate over Title IX-the federal law that prohibits sexual discrimination in education-has centered on colleges and universities, the new civil rights guidance will affect K-12 schools, too. Some survivors' advocacy groups fear the changes will cause K-12 schools to "step off the gas" in improving how they address assault and harassment when they say many are already failing to provide adequate Title IX support to students.

"Generally speaking, K-12 schools have an even longer way to go than colleges and universities as far as access to justice for survivors" of sexual assaults, said Lara Kaufmann, the director of public policy for Girls Inc., an organization that serves and advocates for girls.

K-12 students are more likely to be subjected to sexual assault or harassment than some might think, she added. Seven out 10 girls experience harassment before they leave high school. And 1 out 4 girls experience a sexual assault or abuse before turning 18, she said .

Sen. Lamar Alexander, R-Tenn., chairman of the Senate education committee, praised the changes and said they "bring much needed clarity to the federal rules helping colleges protect the safety and rights of students." He also praised DeVos for inviting public comment and review of the new guidance. After it is published in the federal register, the public will have 60 days to comment as part of the rulemaking process.

"The Department's approach seems to balance fairness and support for survivors," Alexander said in a statement.

Rep. Bobby Scott, D-Virginia, the ranking member of the House education committee, issued a statement calling on the administration to "scrap this proposal and join the effort to make college campuses and school classrooms safer and more welcoming for all students."

"The bottom line is that by allowing schools to use this new process and evidentiary standard, this rule would make it harder for survivors of sexual misconduct to achieve justice," Scott said.

Here's what the new Title IX guidance means for K-12 schools

The guidance allows schools to shift the threshold that officials use to decide if an assault happened from the "preponderance of evidence" standard set under the Obama administration to a "clear and convincing evidence" standard, which is a higher bar. Some critics of the Obama guidance had argued that the lower burden of proof threatened the due process rights of the accused.

Schools will be held responsible for addressing a complaint if they have "actual knowledge" that an offense occurred, a higher bar than under the old guidance, which said they were required to intervene if they "reasonably" should have known about a violation. Schools will be faulted if they are "deliberately indifferent" to known sexual harassment, the guidance says.

The directive also defines sexual harassment more narrowly as sexual assault or "unwelcome conduct on the basis of sex that is so severe, pervasive and objectively offensive that it denies a person access to the school's education program or activity." Under the previous guidance, it was defined as "unwelcome conduct of a sexual nature."

Narrowing the definition may cause some schools to only focus on repeated conduct, which "fails to take into account the age and developmental level of K-12 students, who are particularly sensitive to sexual harassment," even on the first offense, Elizabeth Tang of the National Women's Law Center, said in an email.

The new guidance requires schools to respond to "conduct within its education program or activity," which may cause some schools to ignore off-campus incidents, like incidents at student parties. It may also create some confusion about whether schools are required to respond to online harassment, like the sharing of explicit photos or demeaning messages.

One attention-grabbing piece of the DeVos proposal will have more of an impact in higher education than on K-12 schools. Under the new rules, students' advisors would get the chance to cross-examine their accusers in hearings over sexual violence complaints. But those hearings are largely held at college and university levels. Still, Kaufmann, of Girls, Inc., said the move "is alarming nonetheless given the harm it could cause to student survivors."

One thing the new guidance doesn't address: the rights of transgender students. Under separate Title IX guidance, the Obama administration had asserted that the federal law requires schools to allow transgender students to use the pronouns, restrooms, and locker rooms that correspond with their gender identity. In one of her first acts in office, DeVos teamed with then-Attorney General Jeff Sessions to revoke that guidance. It has not been replaced.
Photo: Getty Images.

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What New Title IX Guidance on Sexual Assault and Harassment Means for K-12 Schools

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By Alyson Klein and Evie Blad U.S. Secretary of Education Betsy DeVos released a long anticipated rewrite of federal Title IX guidance Friday that allows schools to raise the bar on what evidence is needed to prove claims of sexual assault and harassment. The guidance replaces an Obama-era civil rights directive that DeVos revoked in September 2017.

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Chronicle photo by Julia Schmalz

Last updated (9/7/2017, 5:58 p.m.) with more reaction to the announcement and analysis of what it could mean for colleges.
The Education Department will begin the process of replacing a signature Obama-era piece of guidance that laid out expectations for colleges from the federal government on protecting students from sexual violence, Betsy DeVos, the education secretary, announced on Thursday during a speech at George Mason University.

"The system established by the prior administration has failed too many students," Ms. DeVos said. "Survivors, victims of a lack of due process, and campus administrators have all told me that the current approach does a disservice to everyone involved."

It wasn't immediately clear on Thursday whether it was possible that a 2011 "Dear Colleague" letter on complying with the gender-equity law known as Title IX would be left in place after the department put it through a process called notice-and-comment. But a department spokeswoman later clarified that the guidance would be replaced, and that, "in the interim, the department will make clear to schools how to fulfill their current obligations under Title IX."

While Ms. DeVos credited the Obama administration with bringing attention to the issue of campus sexual assault, she was scathing in her criticism of how the guidance had manifested itself on campuses. "Washington's push to require schools to establish these quasi-legal structures to address sexual misconduct comes up short for far too many students," Ms. DeVos said, referencing official hearings used to settle complaints of assault on campuses.

As expected, the secretary stressed that the guidance had caused accused students' due-process rights to be undermined. "No student should be forced to sue their way to due process."

Ms. DeVos also sought to connect the issue with a focus on protecting free speech. "Too many cases involve students and faculty who have faced investigation and punishment simply for speaking their minds or teaching their classes," she said.

Fears Among Advocates

Thursday's announcement is confirmation for many advocates that their fears the department would walk back the letter were justified. Congressional Democrats and advocates have criticized Ms. DeVos and Candice E. Jackson, the acting assistant secretary for civil rights at the department, for their comments on sexual assault.

"With an acting assistant secretary for civil rights who blamed sexual assaults on alcohol and regret and a president with his own concerning history on the issue, it's clear Secretary DeVos could use some suggestions on how to combat the epidemic of campus sexual violence," Sen. Patty Murray, the top Democrat on the Senate's education committee, said in a written statement on Wednesday. Ms. Murray, from Washington State, said she had hoped the education secretary would keep the regulations in place.

Advocates told The Chronicle on Wednesday that the situation was ominous. During a notice-and-comment period, survivors of sexual assault may be placed at a disadvantage in having their voices heard, said Alyssa Peterson, a policy coordinator for Know Your IX, an advocacy organization for sexual-assault survivors.

Alexandra Brodsky, a fellow at the National Women's Law Center, said in an email that Ms. DeVos was "using a dry-sounding procedure to hide a clear attack on student survivors' rights."

Many people have already applauded the current guidance, she said, and Ms. DeVos "already knows what the public thinks; she just doesn't like what we have to say."

During a news conference in July that followed a daylong "listening session" on Title IX, Ms. DeVos said the stories of the accused were being left untold.

"All students deserve protection. All students. And there has been a lack of clarity in this area," she said. "I heard from both groups in ensuring that the process is fair to both parties, and they've acknowledged that it isn't today."

An Opportunity for Input

Dana Scaduto, general counsel at Dickinson College, in Pennsylvania, has been part of a group of campus lawyers who have held listening sessions with Ms. Jackson. Ms. Scaduto said colleges had been shut out by the department's Office for Civil Rights under the Obama administration.

"It looks like we now have an opportunity to have input into the process," she said.

"It would be helpful if we had more options."

Ms. Scaduto said colleges would like to have more flexibility in resolving complaints of sexual assault. Under the current guidance, colleges have only the option of conducting a full investigation and disciplinary procedure, or doing nothing at all. "We're prohibited from mediation, for example. That's not appropriate in all cases, but it would be helpful if we had more options," she said.

Chris Perry represents a group, Stop Abusive and Violent Environments, that advocates for more procedural protections for accused students. "I'm encouraged by what I heard," said Mr. Perry. He said Ms. DeVos seemed to be considering a variety of perspectives, including men who feel they were shortchanged by the current process.

"To the extent that they're willing to open this up," he said, "I don't see how you can be discouraged."

But the secretary didn't lay out a specific plan, he added, "so we will just have to see how things develop."

Confusion Over Specifics

While Ms. DeVos's speech left some observers hopeful that the department would be more open to hearing colleges' perspectives, it left others unsure about the compliance landscape right now. Some legal experts said Ms. DeVos had confused the directives of the 2011 letter with poor compliance under that guidance, as well as the requirements of laws such as the Violence Against Women Act.

Ms. Brodsky said Ms. DeVos had "baldly misrepresented" the contents of the letter, and accused her of complaining about procedural defects under the current system that are directly contrary to the guidance.

"The answer is obviously to enforce the law," she said, "not to weaken it."

Terry Hartle, a senior vice president at the American Council on Education, said "it's easier to talk about the big picture, but there are very few details."

The bottom line, said Mr. Hartle, is that the Trump administration "will replace legally binding guidance with legally binding regulations." What's not clear, he added, is how those regulations will be different and what process the officials will use to develop them.

"It would be a mistake to read detailed policy outcomes into this."

The Education Department's Office for Civil Rights is not required to go through the full negotiated rulemaking process, Mr. Hartle said. It could issue a proposed rule, then take comments for 60 or 90 days before issuing a final rule, he said, or take comments for a period before issuing a formal notice of rulemaking.

"It would be a mistake to read detailed policy outcomes into this," Mr. Hartle said. But the big takeaways from the secretary's speech are that she is advocating an open regulatory process that gives a variety of constituencies the opportunity to weigh in, he said, and that she wants colleges to feel free to call the civil-rights office for technical assistance without fear of instigating an investigation.

There are several difficulties with Ms. DeVos's approach, he said. For example, due process has a different meaning at a public college, which is required to provide some procedural fairness, than at a private college where that requirement would not apply.

The secretary also called this a moral obligation, but it is very hard to address moral issues in a legal context, Mr. Hartle said. That may be especially true in situations of sexual misconduct where there is little independent evidence or outside witnesses.

'A Caricature' of Complaints

Scott D. Schneider, a lawyer who specializes in higher-education issues at the firm Fisher Phillips, said that Ms. DeVos had described "a caricature" of the complaints against the effects of the Obama-era guidance, "not a reflection of reality."

For example, he said, a section of the speech talked about students' being denied legal representation. Under the Violence Against Women Act, students are allowed an "adviser of choice," who may be a lawyer, said Mr. Schneider, who also teaches at the Tulane University School of Law.

Natasha J. Baker, a lawyer with the firm Hirschfeld Kraemer, said the secretary had used an anecdote in which an accused student wasn't given notice of a complaint or allowed to respond to it.

"The 'Dear Colleague' letter didn't mandate hiding evidence."

"That tells me that's a school that needs to look at their process," she said. "The 'Dear Colleague' letter didn't mandate hiding evidence."

Broadly, Ms. Baker said, she was troubled by "anecdotes as the basis for major policy decisions."

Ms. Baker said the department also risked further inserting courtroom procedures into colleges' disciplinary proceedings. "I don't think you should transport the courtroom process into the campus process," she said, "but I firmly believe you can design a campus procedure that is fair and has due-process protections."

Adam Harris is a breaking-news reporter. Follow him on Twitter @AdamHSays or email him at adam.harris@chronicle.com. He reported from Arlington, Va. Eric Kelderman writes about money and accountability in higher education, including such areas as state policy, accreditation, and legal affairs. You can find him on Twitter @etkeld, or email him at eric.kelderman@chronicle.com. He reported from Washington.

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Citing Obama-Era Failures, DeVos Will Replace Landmark Directive on Sexual Assault

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Last updated (9/7/2017, 5:58 p.m.) with more reaction to the announcement and analysis of what it could mean for colleges. The Education Department will begin the process of replacing a signature Obama-era piece of guidance that laid out expectations for colleges from the federal government on protecting students from sexual violence, Betsy DeVos, the education secretary, announced on Thursday during a speech at George Mason University.

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A federal judge upheld a policy at Dallas High School in Oregon guaranteeing that transgender students like Elliot Yoder, center, can use the bathrooms of the gender they identify with. Credit Credit Gillian Flaccus/Associated Press

A federal judge in Oregon issued a ruling this week in favor of transgender students, saying that forcing them to use restrooms that correspond with the gender they were assigned at birth would violate civil rights law.

In a 56-page opinion released Tuesday, Judge Marco A. Hernández of Federal District Court in Portland said that transgender students should be allowed to use bathrooms that match the gender they identify with. The ruling upheld the policy of a school district in Dallas, Ore., that allowed a male transgender student to use the boys' restrooms, showers and locker rooms.

The judge dismissed claims by some students and parents saying that other male students experienced "embarrassment, humiliation, anxiety, intimidation, fear, apprehension and stress produced by using the restroom with students of the opposite sex."

Judge Hernández wrote in his opinion, "Forcing transgender students to use facilities inconsistent with their gender identity would undoubtedly harm those students and prevent them from equally accessing educational opportunities and resources."

An evolving battle over transgender rights is taking place across the country, and it has been waged most prominently over access to school bathrooms.

In 2016, North Carolina legislators ignited a nationwide controversy when they passed a law requiring people in publicly owned buildings to use the restroom that corresponded with the gender they were assigned at birth.

The law, which was eventually repealed in March 2017, brought the state heavy criticism from major corporations; the N.C.A.A. said it would stop hosting championship events in the state; and the Justice Department, under President Barack Obama, sued the state, saying the North Carolina law was prohibited by federal civil rights laws.

President Trump has reversed course from many of the Obama administration's positions on transgender rights, last year moving to curtail protections for such students and pointing to the role of states and school districts in setting policy.

Transgender rights advocates were dealt a further blow when, prompted by the Trump administration's reversal, the Supreme Court declined to decide a case that could have potentially solidified for the first time transgender protections nationwide, similar to the court's support of same-sex marriage in 2015.

Since then, both advocates and opponents of transgender rights have turned to lower courts.

The Oregon case was one of a number of recent legal efforts to overturn school policies guaranteeing transgender students the use of facilities matching their gender identity, though courts have largely sided with transgender students, said Harper Jean Tobin, policy director at the National Center for Transgender Equality.

In addition to the judge's ruling in Oregon this week, a federal judge in Illinois ruled in December against a group of parents and other community members who were seeking to bar a school district from allowing transgender girls and boys from sharing bathrooms and locker rooms of their choice with other girls and boys.

Ms. Tobin also pointed to an appellate court ruling in May that upheld a Pennsylvania school district's policy allowing transgender students to use bathrooms that match their gender identity.

"Collectively, what these lines of cases have done is send a strong message to schools that transgender students are part of every school community," Ms. Tobin said.

She added that it's unclear exactly how many schools allow transgender students to use the bathrooms for genders they identify with, because policies change every day.

In 2015, Ms. Tobin said, a national survey conducted by GLSEN, a nonprofit organization that focuses on creating a safer school climate for L.G.B.T. students, found that 40 percent of students surveyed were "able to use appropriate facilities in their schools."

She said that today, her group estimates that roughly half of school districts have policies that allow students to do so, and that "things are getting better."

The Oregon case began in 2015, when Elliot Yoder, a student who had been using female restrooms and locker rooms, publicly identified as a boy and asked to use the boys' facilities. The school put in place a policy that year allowing him to do so.

A group of parents and other members of the community, after seeking to undo the policy at local school board meetings, sued in 2017, according to the judge's opinion. Lawyers representing them did not respond to requests for comment Thursday, and Elliot could not be reached for comment.

Gabriel Arkles, a lawyer with the American Civil Liberties Union who argued the Oregon case, said the lawsuit was part of a coordinated national effort to challenge policies allowing transgender students to use bathrooms for genders they identify with.

"It's definitely a part of a strategy," he said.

Gary McCaleb, senior counsel with the Alliance Defending Freedom, which has argued in cases in favor of restricting bathroom use, said on Thursday that the judge's ruling denied students' privacy.

"The Oregon ruling treats sex as if it were determined by a person's perception of their masculinity or femininity, rather than the objective fact that a person is either male or female," he said.

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Oregon Judge Rules in Favor of Transgender Students in Bathroom Case

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A federal judge in Oregon issued a ruling this week in favor of transgender students, saying that forcing them to use restrooms that correspond with the gender they were assigned at birth would violate civil rights law. In a 56-page opinion released Tuesday, Judge Marco A.

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Situational leadership refers to a leader or manager who adjusts his style to fit the development level of the followers he is trying to influence. It is up to the leader to change his style, not the follower to adapt to the leader's style.

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The Principal 50: A MUST READ for school leaders!

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Great leadership starts with self-leadership | Lars Sudmann | TEDxUCLouvain

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What a 15-year-old meth addict taught me about leadership | Brian Fretwell | TEDxBoise

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This is a great summary of various leadership theories.  

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This is a great summary of various leadership theories.  