https://padlet.com/jeanne_schwarz/vqgm36dyzfp6 en-us 2019-02-26 14:25:33 UTC 2019-02-27 15:55:31 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335370897 The Unrealistic, Out-of-Touch Administrator: If I were to be pulled toward any of the negative leadership styles, it would likely be this one. Sometimes I fear that because I haven't been in the classroom for a few years (I work as an AIS provider) I could forget some of the struggles! I don't feel that I've worked under an administrator with this negative style, but I do think I have attended trainings and PDs that made me feel this way. ]]> 2019-02-26 14:28:09 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335370897 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335892970 Having this attitude is a guaranteed way to have staff lose trust in a leader. If people don't feel that their ideas are heard and valued, I think they will stop sharing and stop growing. ]]> 2019-02-27 14:22:27 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335892970 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335894877 I've worked in a district where higher administration was viewed this way. I knew a principal who voiced a strong concern/opinion on the way things were being done in district and that principal was moved around so much after that he eventually left. It was a shame because the district was one where turnover rate of principals was high and he had been there a while, truly trying to make a difference. I do feel that the district office felt threatened by him and the changes he wanted to make and did what they could to sort of force him out. ]]> 2019-02-27 14:25:06 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335894877 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335896811 I would like to think that this type of administrator has best intentions, but goes about things the wrong way. While it is important that everything we do, either directly or indirectly is "for the children", teachers need to know what the mission, vision and goals of a building are in more concrete terms in order to feel motivated to do the work and be part of the change process. ]]> 2019-02-27 14:27:38 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335896811 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335898715 This type of administrator gains the trust of his/her followers by considering their opinions and practicing active listening.

I was once on an interview committee to hire a new principal for a building I worked in. The superintendent involved everyone, from teachers to parents to custodial workers. It gave all stakeholders a sense of ownership in the process and helped the staff as a whole to accept and support the new principal. ]]> 2019-02-27 14:30:09 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335898715 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335900137 This is important. A new program/initiative/assessment is only as good as the way it is rolled out. I think in order for something new to be effective it has to be accepted and teachers have to feel confident in their ability to teach/promote it. All of this takes time and training and lots of planning. 

I've unfortunately seen more bad examples of this than good. Time is something that is always hard to come by and it makes planning ahead difficult. ]]> 2019-02-27 14:32:17 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335900137 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335901603 An empathetic administrator understands the challenges teachers and staff face, both professional and personal. This type of administrator is able to build solid relationships with his/her followers. 

I worked for a principal in the past who was very empathetic and it really created a sense of trust and security in the building. I also felt like she was highly respected because of it. ]]> 2019-02-27 14:34:42 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335901603 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335932573 Developing talent is important. If an administrator is able to tap into the unique strengths and abilities of the staff, it makes delegating that much easier. It also involves everyone in achieving goals and moving forward as a team, which motivates staff and builds trust.

At our last faculty meeting, instead of lecturing, our principal ran an "edCamp" type meeting: Teachers volunteered ahead of time to share a skill/strategy/resource and then we were given a list and were free to chose which mini-sessions we wanted to attend. It was very worthwhile and everyone came away from the meeting learning two or three new things from a colleague. ]]> 2019-02-27 15:19:02 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335932573 jeanne_schwarz https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335934869
I would do my best to create a positive leadership culture as a leader. First, I would take some time to get to know the existing culture of the district/school. I would consider conducting some anonymous surveys to learn how people felt about the past building leadership and existing district leadership. I would learn as much as I could about my building and what was needed to successfully lead (planning ahead & considering teacher's opinions).  Also, I would do my best to take time to get to know my staff 1:1 to build relationships and trust and learn their individual strengths and needs (being an empathetic leader & developing talent). 

It is difficult to persevere where there is bad leadership, but I think it is about slowly changing the culture to reflect the new leadership style. I would need to work to develop relationships and trust with other administrators as well to get them on board with the shift in style. ]]> 2019-02-27 15:22:22 UTC https://padlet.com/jeanne_schwarz/vqgm36dyzfp6/wish/335934869