The Group that is assigned Chapter One should post their Chapter Comment here.
53 comments:
Anonymous
said...
Chapter 1 provided some good reading. The most interesting section , for me, were the 8 basic competencies that are key to todays successful school leaders. Anytime someone can enumerate the things that will produce a good leader, I'm there!
I believe the best school leaders must be proficient in all 8 competencies.
Which of the 8 competencies do you feel you are strongest in? Which of the 8 competencies do you think you might need to further develop during your Educational Leadership program?
I see the importance of follow-up, as well as the challenges it brings. I am not always a detailed-oriented person, so I plan to make a conscious effort to improve in this area. I imagine that school administrators can become so busy that follow-up could be lost. School leaders must be "in the midst" to see their plans carried through to a successful ending.
I agree with Sherry; to be effective, an educational leader must possess degrees of all eight competencies. I feel that my strength lies in management of self. As I read the description, I couldn't help but think of how this competency ties in so closely with proficiency in the other seven areas. Also, I found the idea of wisdom versus smarts to be intriguing. For example, don't we often remind our students that smart people can make poor choices, therefore act unwisely? We even tie in how people who make wise choices take into consideration the effect their choice has on others, not just self. That paragraph made me reflect that when managing self it is definitely as important, if not more, to acknowledge how much I don't know when making decisions, regardless of the number of people my decision may impact.
I feel that by definition, being an effective school leader requires the display of the management of effectiveness. To be an competent leader you need to master the other seven competencies, failure to do this would prevent you from achieving effectiveness.
I agree with Gary that the management of effectiveness is crucial to being successful (at pretty much anything, not just school leadership). I really like the three assessment questions on page 11, especially the last one in #2: "How are they (the teachers) sharing what they are learning?" Sadly, effective collaborative teaching is still more the exception than the rule...
I agree totally with Jonathan about collaborative efforts, and I do believe Radford University is trying to make the difference. While blocking/student teaching, I was expected to work not only with my cooperating teacher, but to produce lessons, share ideas, and teach with a student teacher seeking a degree in special education. Special Ed. has been looked over as a "floating" teacher position too long! I believe it is one of the principal's jobs to insure that collaborative efforts are made among the faculty to maximize EVERY childs's learning experience
"Which of the 8 competencies do you feel you are strongest in?"
I thought at first oh that's easy. Now that I really think about it, it's hard to pick it out. Over the past few years of my career I feel as if I have strengthened in each of them. It would have to be either responsibility or trust.
"Which of the 8 competencies do you think you might need to further develop during your Educational Leadership program?"
I know I need to improve on follow-up. This is something I've been aware of and am working on.
To be an effective leader you must deal with all of the eight competencies, but at the same time be an observant individual able to motivate staff members, as well as produce effective solutions. I think the chapter did an excellent job detailing the many roles of the principal, and how the job effects a variety of people.
I also enjoyed the reflections that the 8 competencies gave me. Another section that I identified with was the comment on the importance of follow-up. Sometimes I think we are really good to start a new idea or project and not follow it up completely. If this becomes a trend how often will people follow you.
WOW!! Great to see so much discussion already going on about chapter one. Here's is Group two's summary and discussion starter for the chapter.
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Chapter one gives us a brief glance into the job and responsibilities of a principal. This chapter’s goal is to develop our leadership as we think about building an institution that is efficient and effective. We are given eight specific competencies in which principals are expected to master before a principal can move on to other things. These competencies are the management of: attention, meaning, trust, self, paradox, effectiveness, responsibility, and follow-up.
A repeated theme throughout this chapter is the importance of agreeing on a purpose and striving to reach and live out that purpose, Wilkins stated that we need purpose, faith and cultural attributes for our school and/or district organizations to be competent.
As we strive to bring together head, heart, and hand how will be go about the fragile craft of moral imperative?
Educational leaders truly are bombarded with expectations and demands from an endless group of professionals, organizations, and the community. There are usually good reasons behind each expectation, but by meeting one expectation educational leaders are often faced with denying an expectation of someone else.
As we enter this profession we each have our own vision, promise, and hope for making schools better and more efficient. As for me, my decision making will always be guided by current literature, established policies & procedures, and the views of my school community (including faculty, students, and all others.) However, I know there will be instances that difficult decisions will have to be made and whatever is decided will not be supportive by all. It is in these instances that I will have to consider what I feel is best for the students and the school as a whole. I feel like if I let that always by my central focus, then morally I will be doing the right thing.
(By the way, good post. I didn't realize you guys hadn't posted as a group yet. I thought the initial post on this blog belonged to you guys.)
Group 2, The concept of developing purpose you mention as being a theme of the chapter is very important. I found the idea that the goal of leadership is, in actuality, followership, to be very intriguing. I had not really looked at leadership in quite that way, but it makes sense that as a purpose for the school is developed, all stakeholders (including school leaders) should become followers of that purpose.
I agree that the heart, head, and hand are very important in leadership but I think in certain situations, an administrator's heart (vision) differs from the visions of the system. In this case, a power struggle can occur and who loses in the end, the students. I have been envolved in a situation like this and the students and teachers are the ones that suffer in the end. I believe that the heart of the Principal should superceed the vision of the system because the Principal sees the students on a daily basis and understands what is needed for that particular situation.
"Time,feeling, and focus"...Vali states that all three are the mark of a successful leader. We all know the long hours that our pricipals spend on their jobs. Consider time without concern for the outcome or the focus on which to complete the goal. Staff and students ultimately look to the pricipal to provide this type of leadership.
Principals are motivators....encouraging consensus....ensuring compliance through managerial and moral leadership.
Great conversations about both the 8 competencies and the Group's posting. Keep up the good work, all of this and no one has to drive an hour to share an opinion.
In life we often find ourselves asking "why". Why did this happen? Why do I have to do this? Why can't I have...? When we are given the answer most of the time we can either agree or atleast accept the decision. We are being told the "purpose" behind our question.
So many times students, parents, faculty, and even principals are willing to agree and/or accept they just want to know the purpose behind the question at hand. When we cast that vision correctly we find we have followership.
Unfortunately, due to NCLB and the standards put on school districts sometimes that vision can be clouded and force to go a different direction. But I believe that even with higher standards if the purpose is clarified and communicated well the vision (heart) can be carried on. Maybe not the way it was first planned...but in a new (and maybe better) way.
I agree with the text about the eight competencies being the key to success of any principalship. Any principal can have a vision but they will not be successful unless they share their vision with others. It should be discussed with everyone affected and everyone should have a voice in it. Everyone needs to feel important in the role of the school and feel connected to one another. No sole person can change a school. It takes everyone (principal, teachers, staff, students, parents, community, etc.) to work together and do their part to make all the children successful. If everyone feels important then they will be more willing to listen to the principal and lend a hand.
As I think about this chapter and read everyone's comments, the example that my principal sets comes to mind. I see each of the competencies at work in her leadership. She has a strong vision and she effectively communicates that vision. This program has helped me to understand why she does some of the things she does. I feel very fortune to have her as a role model. She is effective and efficient. She seems to have a special gift that causes people to follow her lead.
Everyone seems to have the same opinion in terms of the influence an administrator will have on the vision, instruction, and culture of a school. This influence is an attribute which should be notice at all times in this position of leadership. It brings a lot of responsibility and pressure to a person and without the support of a good staff and/or the ability to "know one's self," then the job of an administrator could be unmanageable at times. When it becomes unorganized or stressful to the person in charge, then the entire building has the same mood, which in the end, creates a chaotic atmosphere. So, with this being said, I hope we all can balance the new adventures as aspiring administrators.
As I reread ISLLC 1.4 on stewardship, it strikes me that the leader is the keeper of the vision but not the unique owner of the vision. By this I mean that ownership of the vision must be shared by all stakeholders in order for improvement to take place. Therefore, all stakeholders must have representation when the vision is developed so that they, too, become actively involved in following that common purpose. Likewise, as the vision needs to be revised and improved upon, stakeholders again must have a voice to ensure that the vision continues to be shared. The wise leader recognizes his or her role in promoting a community of responsibility where every stakeholder is committed to work toward the realization of success for each child.
I see Edwina's comment about vision and all of the comments about the 8 competencies and honestly, how do they do it, and how will we do it? We'll all manage, but my fear is I won't manage as well as I hope to. All of these things we can say we will do, but all plans, visions, and forethought could fall apart in an instant if a crisis or something major erupts.
Vision, as Edwina discussed, is so broad it encompasses all. If you don't have a vision of what you want done, then where are you? If you don't get your stakeholders on board, then where are you? Nothing else matters until that vision sharing is completed. If I don't get my faculty on board with my vision, nothing will be accomplished effectively. EXACTLY HOW do you insure you will get everyone on board with you? That is task that is so challenging to me right now. I am already trying to plan things that will help me spread my vision until it is accepted, but I know I will hit rebellion. Wow what a challenge that will be!
Once an adminstrator understands the community, the school, and the students, then the "rebellion" from the faculty may not reach the highest point because of the relationships created by the person in the leadership position.
School leaders should be prepared to work with the culture of their school and those key in developing it instead of against that culture and, hopefully, the roles of followers will be filled instead of the roles of subordinates.
I've only been teaching for a short time, but in that time, we have had quite a few different principals come through my school. It seems like all of them are very obsessed with their "vision" of what our school should be, but not too overly interested in what the faculty's "vision" is. I feel it's extremely important as a new principal in a school to feel out things and try not to evoke too much change in the first year (believe me, you should see our staff turnover rate). Teacher's want organization, leadership, and support from their administration. If we go in with a head full of steam and try to make changes occur immediately, it's going to be a tough road.
I believe the most effective school leaders have a grasp on all 8 competencies. Some people have mentioned the leaders vision for the school. Leaders need to be good listeners. People are more willing to work towards a goal or vision when they feel they have ownership. Most people want to make improvements for themselves and others. I like to be optimistic that people choose to go into education because they want to make positive changes in the lives of students.
I agree with Mike, if a new administrator were to support only their vision it would cause a headache. ISSLC 1 states the vision should be shared and supported by the school community. Change can be a good thing, but some people don't deal with it well.
I agree that the eight competencies are key in the success of an administrator and that follow up may be a difficult task. As the job index shows, time management (ISLLC 3.1-c) is an importanat task since an administrator will be pulled in all directions. I also understand that introducing slow change with a new dministrator may be important. However, if a new administrator can get the faculty to buy into the change, it can be a success. This may also depend on the success of the previous administration.
I agree that as a new school leader, you should be careful about how you plan to intorduce your vision for your school. There will always be teachers that are willing to accept that change, but on the other hand there are also always going to be teachers that may not be so acceptable to change. I think you have to know how to evaluate the situation you are going into and decide from there what the best strategy will be. I agree with some of the other comments that state that people are more likely to follow a vision if they have some sort of input. Just like we would hope for our teachers to be open to some of the changes we have in mind, we have to be open to suggestions and ideas that are given to us by our teachers. If there is not that mutual respect, then in the end it isn't going to be very good for anyone including students.
Principals must be able to balance all of the eight competencies. Teachers should try to abide by the standards as well, in respect to their jobs. The eight competencies are merely common sense leadership characteristics.
I do feel that some of the competencies are harder to master than others. For example, I would imagine that the management of follow-up would be difficult for a very busy leader. I have witnessed the loss of this competency with a few principals that I have worked with over the past few years. They will start something and forget the follow up.
I like to think that my strength lies in management of self. I have reasons for all the policies that I have in my classroom, and I can easily explain the usefulness and reasoning for these policies. However, I am noticing this year that my students' parents are having a difficult time accepting/supporting such policies.
I agree with Mike in that change has got to be handled carefully. The new administrator needs to first get a good feel for the school and then, if needed, fix only what's broken. With the staffs input, fixing broken things will be a team effort that the majority should be able to buy into...
I seldom read textbooks that speak to leadership as a sort of "human" task with real "feelings." Sergiovanni does just that, and right out of the gate! All the information printed about the personal side of leadership was unusual and enlightening! That is usually reserved for the professor to speak about from personal experience.
How do we build unity in our staff and "the" vision? One way to do that is through one of the 8 competencies: management of paradox (the abilitiy to bring together ideas that are at odds with each other). So many schools are not united because of varying opinions. I find it a challenge to take each idea and bring them together.
I agree with Adam J...I also enjoyed reading about the "human" side of leadership. Chapter 1 lets us know that we have a challenging task ahead of us in our chosen careers. It tells us to use what we bring to the table "heart" mixed with what we have learned "head" to take actions & make decisions "hand" to make our school successful. Great guide to help us become a successful leader.
For me Chapter One is both exciting and scary at the same time. Thinking about how I would deal with issues and how I view the eight competencies is exciting. I found myself thinking about how I act and feel as a teacher and how the vision of leadership at my school impacts me.
I had a similar experience as Ken did - Chapter 1 was definitely somewhat intimidating. Being confronted with a "Moral Imperative" that should drive our actions as principal really made me stop and think.
Sergiovanni is right: In the effective schools I've visited, the principals seem to consider the position to be more of a mission than a job.
Chapter 1 was enlighting to me. I have seen a really good leader at work. I never really understood why she did what she did or the battles she chose to fight. She established a learning culture that still lingers even though she has been gone for four years. When you get your faculty to unite with you for the students it will continue even when you move on. It was always about what was best for the students. I just hope someday to be able to carry that torch that can touch so many.
A truly effective leader must be able to serve in a number of different capacities at the same time, which puts an emphasis on time management. I agree with a couple of previous post in that the great leaders I have observed have led with a mission to develop a culture of learning and care. In each situation the leader of the educational community must also protray that mission that they have through not only their action, but also their willingness to help others find ways to fulfill their specific role.
I really like the part about being a wise leader, rather than just a smart leader. Using intelligence and experiences toward attainment of the common good is the definition of wisdom used in chapter one. Of the eight competencies explained, I had never really thought about the management of self. But it stands to reason that leaders must have a firm grasp on who they are, what they believe and why they do what they do. Of course, what they do should always be for the greater good of all those involved in the school. I also liked the part about servant leadership. Leaders can only be leaders if they have the dedication of their followers. Building relationships with all those you serve,proving yourself to be dedicated and trustworthy,and making wise decisions seem to me to be hallmarks of moral authority. Pretty deep stuff to consider!
I enjoyed reading the section about the eight competencies. I think that one of the most important skills is follow-up. Sometimes principals seem to be lazy in this area. As a principal, I hope I would take time to follow-up.
Chapter 1 has really made me think about the huge responsibility a principal has to every stakeholder involved with the school. Always making the best decisions and carrying them out, spending great amounts of time on the job, and trying to create a vision for everyone to buy into. I get exhausted just thinking about these things that will be part of our lives and affect every childs life that goes through our building. The saying that crossed my mind over and over was "with great power comes great responsibility."
I think chapter one illustrates the complexities of the job of an adminstrator. From my perspective, I think the two most important competencies may be management of attention and managementof meaning. Many of you have commented on the challenge of developong a school vision that is reflective of all stakeholders' ideas and values. I would agree that this is an extrememly difficult but essential part of administrating. But I think that if one is to successfully get others to focus on common goals, ideas and purpose (attention) and make those people fell connected to the purpose (meaning), he/she has to work on relationship building in their leadership and management style. I see many principals that are so tied up with the day-to-day aspects of running a school and maintaining productivity that they forget to build trusting, positive relationships with their own people. It seems to me that if a principal is going to provide purposing that will develop followership, he/she must earnestly and consciously seek to develop meaningful and engaging relationships with those that he/she wants focused and connected to the school and its values. I'm not suggesting this is simple to do either. I know that as someone who is task and time oriented, making an effort to work on the personal side of management would probably be a challenge for me. However, I think that those leaders who are able to do this reap the rewards of articulating a school vision that all/most stakeholders truly feel connected to.
To me, being a school leader takes balance, knowledge, time management, love, care and savvyness. The best leaders i have seen know how to motivate staff and students to continue to work and try hard, know how to put out fires while constantly revamping things to create improvement and loving an caring about it all every step of the way. I hop to one day create a culture that makes my school environment a more happy, healthy, enjoyable place to be as I manage the day to day obstacles faced as a school leader.
WOW WOW WOW Great discussions. If you haven't read closely Edwina's comment about ISLLC 1, go back and read it.
(As I reread ISLLC 1.4 on stewardship, it strikes me that the leader is the keeper of the vision but not the unique owner of the vision. By this I mean that ownership of the vision must be shared by all stakeholders in order for improvement to take place)
Your discussion, comments and question have definately "exceeded expectations". Great work!
I am late getting to this discussion, merely due to a lack of internet access this week.
These were some great discussions, and many of your thoughts were ones that I had as well.
I agree very much with Ken and Jonathan regarding the 8 competencies and how scary it is to think of the amount of responsibility that will fall on us as administrators, but it's a nice challenge to be thinking of as well.
I have only been teaching for a few years, but have learned a great deal in those years as to what I feel has made a good principal versus what has not made, in my opinion, a good principal. Many of the things I have seen and discovered fall into those 8 competencies, and it helps me to focus on areas where I may not be as strong.
Like many of the other posts, I now understand a little better why my principal does some of the things he does. In order to be a effective administrator, we must exhibit degrees of the 8 competencies defined in Chapter 1. I think the competency of "follow-up" would be one of the most difficult. I like the analogy to football, you might have a great game plan, but you are not successful unless you get the ball across the goal line. If a school leader does not consistently follow-up, stakeholders may see this as a way out of completing their part in the school's vision.
After reading chapter one, the part that I found most interesting was having followers rather than subordinates. If a leader really sells the vision and relates how devoted they are to the vision then it will be easy to have followers. Followers will go the extra mile because they believe in what you are doing. You should also make the school atmosphere feel as if you are all subordinates to the vision. Subordinates simply comply due to bureacratic responsibility. I feel that it is our goal to strive to have followers, and not subordinates.
I agree with Jason on having followers and not subordinates. We have all spent a few years doing this job now and know what it is like to hear the varying opinions on the principal. I don't know if anyone can ever please everyone all the time. It would be my hope that I could be that type of leader that my staff would want to follow. That we could all have the same vision for our school and students.
I feel that the management of attention should be of the utmost concern to an administrator in his/her dealings with teachers, students, and parents. One must walk a fine line when urging others to buy in to new visions and ideas while respecting individual beliefs as well. Also noteworthy is the reference to Bennis’ definition of constancy. I think most would agree the principalship is not an aim at popularity; however, when an administrator has earned respect as a fair and ethical decision maker, he/she has overcome one of the challenges in relationship building.
Of all eight competencies I have to think that trust is the biggest. My current principal is very trustworthy. She has proven that time and agian. I think that makes her a better principal.
53 comments:
Chapter 1 provided some good reading. The most interesting section , for me, were the 8 basic competencies that are key to todays successful school leaders. Anytime someone can enumerate the things that will produce a good leader, I'm there!
I believe the best school leaders must be proficient in all 8 competencies.
Which of the 8 competencies do you feel you are strongest in? Which of the 8 competencies do you think you might need to further develop during your Educational Leadership program?
I see the importance of follow-up, as well as the challenges it brings. I am not always a detailed-oriented person, so I plan to make a conscious effort to improve in this area. I imagine that school administrators can become so busy that follow-up could be lost. School leaders must be "in the midst" to see their plans carried through to a successful ending.
I agree with Sherry; to be effective, an educational leader must possess degrees of all eight competencies. I feel that my strength lies in management of self. As I read the description, I couldn't help but think of how this competency ties in so closely with proficiency in the other seven areas. Also, I found the idea of wisdom versus smarts to be intriguing. For example, don't we often remind our students that smart people can make poor choices, therefore act unwisely? We even tie in how people who make wise choices take into consideration the effect their choice has on others, not just self. That paragraph made me reflect that when managing self it is definitely as important, if not more, to acknowledge how much I don't know when making decisions, regardless of the number of people my decision may impact.
I feel that by definition, being an effective school leader requires the display of the management of effectiveness. To be an competent leader you need to master the other seven competencies, failure to do this would prevent you from achieving effectiveness.
I agree with Gary that the management of effectiveness is crucial to being successful (at pretty much anything, not just school leadership). I really like the three assessment questions on page 11, especially the last one in #2: "How are they (the teachers) sharing what they are learning?" Sadly, effective collaborative teaching is still more the exception than the rule...
I agree totally with Jonathan about collaborative efforts, and I do believe Radford University is trying to make the difference. While blocking/student teaching, I was expected to work not only with my cooperating teacher, but to produce lessons, share ideas, and teach with a student teacher seeking a degree in special education. Special Ed. has been looked over as a "floating" teacher position too long! I believe it is one of the principal's jobs to insure that collaborative efforts are made among the faculty to maximize EVERY childs's learning experience
SherryGreer said...
"Which of the 8 competencies do you feel you are strongest in?"
I thought at first oh that's easy. Now that I really think about it, it's hard to pick it out. Over the past few years of my career I feel as if I have strengthened in each of them. It would have to be either responsibility or trust.
"Which of the 8 competencies do you think you might need to further develop during your Educational Leadership program?"
I know I need to improve on follow-up. This is something I've been aware of and am working on.
To be an effective leader you must deal with all of the eight competencies, but at the same time be an observant individual able to motivate staff members, as well as produce effective solutions. I think the chapter did an excellent job detailing the many roles of the principal, and how the job effects a variety of people.
Great comments, DeWayne that is a very good assessment.
I also enjoyed the reflections that the 8 competencies gave me. Another section that I identified with was the comment on the importance of follow-up. Sometimes I think we are really good to start a new idea or project and not follow it up completely. If this becomes a trend how often will people follow you.
WOW!! Great to see so much discussion already going on about chapter one. Here's is Group two's summary and discussion starter for the chapter.
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Chapter one gives us a brief glance into the job and responsibilities of a principal. This chapter’s goal is to develop our leadership as we think about building an institution that is efficient and effective. We are given eight specific competencies in which principals are expected to master before a principal can move on to other things. These competencies are the management of: attention, meaning, trust, self, paradox, effectiveness, responsibility, and follow-up.
A repeated theme throughout this chapter is the importance of agreeing on a purpose and striving to reach and live out that purpose, Wilkins stated that we need purpose, faith and cultural attributes for our school and/or district organizations to be competent.
As we strive to bring together head, heart, and hand how will be go about the fragile craft of moral imperative?
Group 2,
Educational leaders truly are bombarded with expectations and demands from an endless group of professionals, organizations, and the community. There are usually good reasons behind each expectation, but by meeting one expectation educational leaders are often faced with denying an expectation of someone else.
As we enter this profession we each have our own vision, promise, and hope for making schools better and more efficient. As for me, my decision making will always be guided by current literature, established policies & procedures, and the views of my school community (including faculty, students, and all others.) However, I know there will be instances that difficult decisions will have to be made and whatever is decided will not be supportive by all. It is in these instances that I will have to consider what I feel is best for the students and the school as a whole. I feel like if I let that always by my central focus, then morally I will be doing the right thing.
(By the way, good post. I didn't realize you guys hadn't posted as a group yet. I thought the initial post on this blog belonged to you guys.)
Group 2,
The concept of developing purpose you mention as being a theme of the chapter is very important. I found the idea that the goal of leadership is, in actuality, followership, to be very intriguing. I had not really looked at leadership in quite that way, but it makes sense that as a purpose for the school is developed, all stakeholders (including school leaders) should become followers of that purpose.
I agree that the heart, head, and hand are very important in leadership but I think in certain situations, an administrator's heart (vision) differs from the visions of the system. In this case, a power struggle can occur and who loses in the end, the students. I have been envolved in a situation like this and the students and teachers are the ones that suffer in the end. I believe that the heart of the Principal should superceed the vision of the system because the Principal sees the students on a daily basis and understands what is needed for that particular situation.
"Time,feeling, and focus"...Vali states that all three are the mark of a successful leader. We all know the long hours that our pricipals spend on their jobs. Consider time without concern for the outcome or the focus on which to complete the goal. Staff and students ultimately look to the pricipal to provide this type of leadership.
Principals are motivators....encouraging consensus....ensuring compliance through managerial and moral leadership.
Great conversations about both the 8 competencies and the Group's posting. Keep up the good work, all of this and no one has to drive an hour to share an opinion.
In life we often find ourselves asking "why". Why did this happen? Why do I have to do this? Why can't I have...? When we are given the answer most of the time we can either agree or atleast accept the decision. We are being told the "purpose" behind our question.
So many times students, parents, faculty, and even principals are willing to agree and/or accept they just want to know the purpose behind the question at hand. When we cast that vision correctly we find we have followership.
Unfortunately, due to NCLB and the standards put on school districts sometimes that vision can be clouded and force to go a different direction. But I believe that even with higher standards if the purpose is clarified and communicated well the vision (heart) can be carried on. Maybe not the way it was first planned...but in a new (and maybe better) way.
I agree with the text about the eight competencies being the key to success of any principalship. Any principal can have a vision but they will not be successful unless they share their vision with others. It should be discussed with everyone affected and everyone should have a voice in it. Everyone needs to feel important in the role of the school and feel connected to one another. No sole person can change a school. It takes everyone (principal, teachers, staff, students, parents, community, etc.) to work together and do their part to make all the children successful. If everyone feels important then they will be more willing to listen to the principal and lend a hand.
As I think about this chapter and read everyone's comments, the example that my principal sets comes to mind. I see each of the competencies at work in her leadership. She has a strong vision and she effectively communicates that vision. This program has helped me to understand why she does some of the things she does. I feel very fortune to have her as a role model. She is effective and efficient. She seems to have a special gift that causes people to follow her lead.
Everyone seems to have the same opinion in terms of the influence an administrator will have on the vision, instruction, and culture of a school. This influence is an attribute which should be notice at all times in this position of leadership. It brings a lot of responsibility and pressure to a person and without the support of a good staff and/or the ability to "know one's self," then the job of an administrator could be unmanageable at times. When it becomes unorganized or stressful to the person in charge, then the entire building has the same mood, which in the end, creates a chaotic atmosphere. So, with this being said, I hope we all can balance the new adventures as aspiring administrators.
Balance is a key word, as you think about Vision, be sure to carefully read ISLLC 1 and its requirements for stakeholders and stewarding.
As I reread ISLLC 1.4 on stewardship, it strikes me that the leader is the keeper of the vision but not the unique owner of the vision. By this I mean that ownership of the vision must be shared by all stakeholders in order for improvement to take place. Therefore, all stakeholders must have representation when the vision is developed so that they, too, become actively involved in following that common purpose. Likewise, as the vision needs to be revised and improved upon, stakeholders again must have a voice to ensure that the vision continues to be shared. The wise leader recognizes his or her role in promoting a community of responsibility where every stakeholder is committed to work toward the realization of success for each child.
I see Edwina's comment about vision and all of the comments about the 8 competencies and honestly, how do they do it, and how will we do it? We'll all manage, but my fear is I won't manage as well as I hope to. All of these things we can say we will do, but all plans, visions, and forethought could fall apart in an instant if a crisis or something major erupts.
Vision, as Edwina discussed, is so broad it encompasses all. If you don't have a vision of what you want done, then where are you? If you don't get your stakeholders on board, then where are you? Nothing else matters until that vision sharing is completed. If I don't get my faculty on board with my vision, nothing will be accomplished effectively. EXACTLY HOW do you insure you will get everyone on board with you? That is task that is so challenging to me right now. I am already trying to plan things that will help me spread my vision until it is accepted, but I know I will hit rebellion. Wow what a challenge that will be!
Once an adminstrator understands the community, the school, and the students, then the "rebellion" from the faculty may not reach the highest point because of the relationships created by the person in the leadership position.
School leaders should be prepared to work with the culture of their school and those key in developing it instead of against that culture and, hopefully, the roles of followers will be filled instead of the roles of subordinates.
I've only been teaching for a short time, but in that time, we have had quite a few different principals come through my school. It seems like all of them are very obsessed with their "vision" of what our school should be, but not too overly interested in what the faculty's "vision" is. I feel it's extremely important as a new principal in a school to feel out things and try not to evoke too much change in the first year (believe me, you should see our staff turnover rate). Teacher's want organization, leadership, and support from their administration. If we go in with a head full of steam and try to make changes occur immediately, it's going to be a tough road.
I believe the most effective school leaders have a grasp on all 8 competencies. Some people have mentioned the leaders vision for the school. Leaders need to be good listeners. People are more willing to work towards a goal or vision when they feel they have ownership. Most people want to make improvements for themselves and others. I like to be optimistic that people choose to go into education because they want to make positive changes in the lives of students.
I agree with Mike, if a new administrator were to support only their vision it would cause a headache. ISSLC 1 states the vision should be shared and supported by the school community. Change can be a good thing, but some people don't deal with it well.
I agree that the eight competencies are key in the success of an administrator and that follow up may be a difficult task. As the job index shows, time management (ISLLC 3.1-c) is an importanat task since an administrator will be pulled in all directions. I also understand that introducing slow change with a new dministrator may be important. However, if a new administrator can get the faculty to buy into the change, it can be a success. This may also depend on the success of the previous administration.
I agree that as a new school leader, you should be careful about how you plan to intorduce your vision for your school. There will always be teachers that are willing to accept that change, but on the other hand there are also always going to be teachers that may not be so acceptable to change. I think you have to know how to evaluate the situation you are going into and decide from there what the best strategy will be. I agree with some of the other comments that state that people are more likely to follow a vision if they have some sort of input. Just like we would hope for our teachers to be open to some of the changes we have in mind, we have to be open to suggestions and ideas that are given to us by our teachers. If there is not that mutual respect, then in the end it isn't going to be very good for anyone including students.
Principals must be able to balance all of the eight competencies. Teachers should try to abide by the standards as well, in respect to their jobs. The eight competencies are merely common sense leadership characteristics.
I do feel that some of the competencies are harder to master than others. For example, I would imagine that the management of follow-up would be difficult for a very busy leader. I have witnessed the loss of this competency with a few principals that I have worked with over the past few years. They will start something and forget the follow up.
I like to think that my strength lies in management of self. I have reasons for all the policies that I have in my classroom, and I can easily explain the usefulness and reasoning for these policies. However, I am noticing this year that my students' parents are having a difficult time accepting/supporting such policies.
I agree with Mike in that change has got to be handled carefully. The new administrator needs to first get a good feel for the school and then, if needed, fix only what's broken. With the staffs input, fixing broken things will be a team effort that the majority should be able to buy into...
I seldom read textbooks that speak to leadership as a sort of "human" task with real "feelings." Sergiovanni does just that, and right out of the gate! All the information printed about the personal side of leadership was unusual and enlightening! That is usually reserved for the professor to speak about from personal experience.
How do we build unity in our staff and "the" vision? One way to do that is through one of the 8 competencies: management of paradox (the abilitiy to bring together ideas that are at odds with each other). So many schools are not united because of varying opinions. I find it a challenge to take each idea and bring them together.
I agree with Adam J...I also enjoyed reading about the "human" side of leadership. Chapter 1 lets us know that we have a challenging task ahead of us in our chosen careers. It tells us to use what we bring to the table "heart" mixed with what we have learned "head" to take actions & make decisions "hand" to make our school successful. Great guide to help us become a successful leader.
For me Chapter One is both exciting and scary at the same time. Thinking about how I would deal with issues and how I view the eight competencies is exciting. I found myself thinking about how I act and feel as a teacher and how the vision of leadership at my school impacts me.
I had a similar experience as Ken did - Chapter 1 was definitely somewhat intimidating. Being confronted with a "Moral Imperative" that should drive our actions as principal really made me stop and think.
Sergiovanni is right: In the effective schools I've visited, the principals seem to consider the position to be more of a mission than a job.
Chapter 1 was enlighting to me. I have seen a really good leader at work. I never really understood why she did what she did or the battles she chose to fight. She established a learning culture that still lingers even though she has been gone for four years. When you get your faculty to unite with you for the students it will continue even when you move on. It was always about what was best for the students. I just hope someday to be able to carry that torch that can touch so many.
A truly effective leader must be able to serve in a number of different capacities at the same time, which puts an emphasis on time management. I agree with a couple of previous post in that the great leaders I have observed have led with a mission to develop a culture of learning and care. In each situation the leader of the educational community must also protray that mission that they have through not only their action, but also their willingness to help others find ways to fulfill their specific role.
I really like the part about being a wise leader, rather than just a smart leader. Using intelligence and experiences toward attainment of the common good is the definition of wisdom used in chapter one. Of the eight competencies explained, I had never really thought about the management of self. But it stands to reason that leaders must have a firm grasp on who they are, what they believe and why they do what they do. Of course, what they do should always be for the greater good of all those involved in the school. I also liked the part about servant leadership. Leaders can only be leaders if they have the dedication of their followers. Building relationships with all those you serve,proving yourself to be dedicated and trustworthy,and making wise decisions seem to me to be hallmarks of moral authority. Pretty deep stuff to consider!
I enjoyed reading the section about the eight competencies. I think that one of the most important skills is follow-up. Sometimes principals seem to be lazy in this area. As a principal, I hope I would take time to follow-up.
Chapter 1 has really made me think about the huge responsibility a principal has to every stakeholder involved with the school. Always making the best decisions and carrying them out, spending great amounts of time on the job, and trying to create a vision for everyone to buy into. I get exhausted just thinking about these things that will be part of our lives and affect every childs life that goes through our building. The saying that crossed my mind over and over was "with great power comes great responsibility."
I think chapter one illustrates the complexities of the job of an adminstrator. From my perspective, I think the two most important competencies may be management of attention and managementof meaning. Many of you have commented on the challenge of developong a school vision that is reflective of all stakeholders' ideas and values. I would agree that this is an extrememly difficult but essential part of administrating. But I think that if one is to successfully get others to focus on common goals, ideas and purpose (attention) and make those people fell connected to the purpose (meaning), he/she has to work on relationship building in their leadership and management style. I see many principals that are so tied up with the day-to-day aspects of running a school and maintaining productivity that they forget to build trusting, positive relationships with their own people. It seems to me that if a principal is going to provide purposing that will develop followership, he/she must earnestly and consciously seek to develop meaningful and engaging relationships with those that he/she wants focused and connected to the school and its values. I'm not suggesting this is simple to do either. I know that as someone who is task and time oriented, making an effort to work on the personal side of management would probably be a challenge for me. However, I think that those leaders who are able to do this reap the rewards of articulating a school vision that all/most stakeholders truly feel connected to.
To me, being a school leader takes balance, knowledge, time management, love, care and savvyness. The best leaders i have seen know how to motivate staff and students to continue to work and try hard, know how to put out fires while constantly revamping things to create improvement and loving an caring about it all every step of the way. I hop to one day create a culture that makes my school environment a more happy, healthy, enjoyable place to be as I manage the day to day obstacles faced as a school leader.
WOW WOW WOW Great discussions. If you haven't read closely Edwina's comment about ISLLC 1, go back and read it.
(As I reread ISLLC 1.4 on stewardship, it strikes me that the leader is the keeper of the vision but not the unique owner of the vision. By this I mean that ownership of the vision must be shared by all stakeholders in order for improvement to take place)
Your discussion, comments and question have definately "exceeded expectations". Great work!
I am late getting to this discussion, merely due to a lack of internet access this week.
These were some great discussions, and many of your thoughts were ones that I had as well.
I agree very much with Ken and Jonathan regarding the 8 competencies and how scary it is to think of the amount of responsibility that will fall on us as administrators, but it's a nice challenge to be thinking of as well.
I have only been teaching for a few years, but have learned a great deal in those years as to what I feel has made a good principal versus what has not made, in my opinion, a good principal. Many of the things I have seen and discovered fall into those 8 competencies, and it helps me to focus on areas where I may not be as strong.
Great power point information, Group 2!
Like many of the other posts, I now understand a little better why my principal does some of the things he does. In order to be a effective administrator, we must exhibit degrees of the 8 competencies defined in Chapter 1. I think the competency of "follow-up" would be one of the most difficult. I like the analogy to football, you might have a great game plan, but you are not successful unless you get the ball across the goal line. If a school leader does not consistently follow-up, stakeholders may see this as a way out of completing their part in the school's vision.
After reading chapter one, the part that I found most interesting was having followers rather than subordinates. If a leader really sells the vision and relates how devoted they are to the vision then it will be easy to have followers. Followers will go the extra mile because they believe in what you are doing. You should also make the school atmosphere feel as if you are all subordinates to the vision. Subordinates simply comply due to bureacratic responsibility. I feel that it is our goal to strive to have followers, and not subordinates.
And then, picking up from what Jason said, we as administrators must also become followers of that vision ourselves.
I agree with Jason on having followers and not subordinates. We have all spent a few years doing this job now and know what it is like to hear the varying opinions on the principal. I don't know if anyone can ever please everyone all the time. It would be my hope that I could be that type of leader that my staff would want to follow. That we could all have the same vision for our school and students.
I feel that the management of attention should be of the utmost concern to an administrator in his/her dealings with teachers, students, and parents. One must walk a fine line when urging others to buy in to new visions and ideas while respecting individual beliefs as well. Also noteworthy is the reference to Bennis’ definition of constancy. I think most would agree the principalship is not an aim at popularity; however, when an administrator has earned respect as a fair and ethical decision maker, he/she has overcome one of the challenges in relationship building.
Of all eight competencies I have to think that trust is the biggest. My current principal is very trustworthy. She has proven that time and agian. I think that makes her a better principal.
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