final leadership challenge
DESCRIPTION
TRANSCRIPT
Leadership Challenge
University of New England
EDU 701
Christine Gialousis
The Scenario
An additional teacher is being hired to join a fourth grade team that prefers to work in isolation.
Principal Williams asked the team of teachers to volunteer their time to be part of the selection committee.
Each teacher was also asked to serve as a mentor for the incoming teacher, again, all declined, citing concerns about the additional time commitment in addition to current responsibilities.
The Scenario
Principal Williams made the decision to have all teachers serve on the selection committee as well as which teacher would assume the mentor role.
The mentor teacher lacks motivation to guide the new teacher and a high level of supervision is needed on behalf of the principal (Green, 2009).
Critical Issues
Culture of isolation and resentment, “closed door teaching”
Intragroup conflict
Teachers’ concerns were not adequately listened to
Ethics, fairness, and trust jeopardized
Critical Issues
The principal used a power struggle approach to make the final decisions. “…in instances where goals are truly incompatible, the leader should seek to determined how the parties have conceptualized the situation and how they really feel about the issues involved.” (Green, 2009, p. 174).
Critical Information Needed:
More in depth knowledge of group dynamic Previously used problem solving strategies
and their effectiveness History of and management conflict Use of communication within the team and
the level of trust that has been built Roles that have been natural taken on by
team members
“The personal needs of the leader and the expectations of members of the organization and the larger culture are major factors that influence role behavior.” (Green, 2009, p. 173)
Models for Use
Normative Model “Using a normative model is schools, a principal would identify
the problem and its causes, analyze it, develop alternatives, evaluate alternatives, select and implement the alternative that seems the most satisfactory, and then evaluate the outcome.” (Green, 2009, p. 138).
With this model, the principal can reflect on the issue and create a prescription for correction
Vroom and Yetton Model The more influence followers have, the more likely they will be to
accept and participate.
Models for Use
The Mixed Scanning Model Flexible “Leaders can make decision and stay within the
realm of the organization’s missions and policies. (Green, 2009, p.141)
Participatory Decision Making Involves stakeholders in the decision making
process which would improve the quality and acceptance of the decision. (Green, 2009, p. 142)
Plan of Action
Principal to reflect on issue and her involvement in the conflict
Meet with each teacher to discuss the issue and engage in participatory discussion (Green, 2009) about progress of mentorship and success. Active listening (Green, 2009) needs to be utilized on behalf of the principal.
Utilize a brainstorm approach with the experienced teachers to create alternate plans of action for the mentorship.
Action Plan cont…
Possible Solutions: Rotation of responsibilities of mentorship – split the
year up into quarters, one quarter for each teacher Ongoing shared responsibilities – for example, one
teacher assumes responsibility for parent communication, one teacher for instruction and assessment, one teacher for logistics of the school, and one for classroom management
Set up a schedule for shared observations allowing the new teacher to observe various teaching styles
What the Research Says…
“When a participatory approach is used, change is made in a manner that allows individuals the opportunity to assist in the change process, they feel valued, take ownership and are willing to assume responsibility” (Green, 2009, p. 210)
“In instances where the goals are truly incompatible, the leader should seek to determine how the parties have conceptualized the situation and how they really feel about the issues involved.” (Green, 2009, p. 174)
Research cont…
“School leaders shape culture by encouraging rituals that celebrate important values.” (Deal & Peterson, 2007, p. 204)
“Trust is the essential link between leader and led.” (Evans, 2007).
“One approach school leaders can use to convey that they care is through effective communication. Listening to individuals allows them to express themselves and share their point of view.” (Green, 2009, p. 177).
Personal Leadership Abilities
Dynamic Supportive good at bring people
together strong-willed, confident,
and determined Treat people with dignity,
respect, and care Goal oriented Successful communicator Seek to reduce conflict(Glanz, 2002)
Virtues Utilized for Success Empathy: understanding
concerns of teachers Enthusiasm: passion for
mentor program and its impact on teaching and learning will be necessary
Humility: acknowledge the grade level teachers and their ongoing additional commitments and efforts
(Glanz, 2002)
ISSLC Standards (Jossy-Bass, 2007)
Standard 1: Effective communication Effective negotiating
skills Vision developed and
with and among stakeholders
Model core beliefs to others
Continuous school improvement
Standard 2: Understanding of school
culture Knowledge of adult learning
needs Staff feels valued and
important Contributions of individuals
are acknowledged Curricular, co-curricular and
extracurricular programs are designed, implemented, evaluated, and refined
ISLLC Standards
Standard 3 Decision making that
enhances learning Trusting people and their
judgments Accepting responsibility Knowledge of learning,
teaching, and student development is used to inform decisions
Problems confronted and solved in a timely manner
Organizational system monitored/modified regularly
Standard 5 Knowledge of professional
codes of ethics Brings ethics to decision
making process Accepts consequences for
upholding principles and actions
Serves as a role model Treats people fairly and with
respect Uses the influence of the office
to enhance educational programs
References
Deal, T. & Peterson, K. (2007). “Eight Roles of Symbolic Leaders”. The Jossey-Bass Reader. Jossey-Bass: San Fransisco
Evans, R. (2007). “The Authentic Leader”. The Jossey-Bass Reader. Jossey-Bass: San Fransisco
Glanz, J. (2002). Finding Your Leadership Style: A Guide for Educators. ASCD: Alexandria
Green, R. (2009). Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards. Pearson: Boston.
Jossey-Bass (2007). “Standards for School Leaders”. The Jossey-Bass Reader. Jossey-Bass: San Fransisco