Stephen R. CoveyA Presentation Discussing Principle-Centered Leadership

and How It Relates to School-Based Administration

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Best-Selling Author of…

First Things First (1994)

Principle-Centered Leadership (1991)

The 7 Habits of Highly Effective Families (1990)

The 7 Habits of Highly Effective People (1989)

The Eighth Habit (2004)

Principle-Centered LeadersContinually Learn . . .

from their experiences

by continually seeking and reflecting

School administrators who continually learn have a deeper understanding of their experiences and how to better manage for the future.

School administrators who continually learn may utilize technology for a professional learning network, connecting, sharing, and collaborating with other principals.

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Principle-Centered Leaders Are Service-Oriented . . .

and understand that “Life is a mission – not a career”(34).

and know that you must WORK with others and for others if you want others to work with and for you.

and believe Blessed Theresa of Calcutta who said, “the fruit of service is peace.”

School Administrators who serve set the example of stewardship and interconnectedness for the rest of the staff.

School Administrators can use technology to discover and collect information about staff needs, hopes, dreams for the future.

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Principle-Centered Leaders Radiate Energy…

as cheerful, pleasant, happy ,optimistic, positive, upbeat, believing people.

as people who understand the effect of their own energy and how to direct it.

as peacemakers, humanizers, and catalysts of inspiration.

School administrators who radiate energy tap into the skill of leading by influence, not by force.

School administrators who radiate energy can motivate and inspire teachers to look outside their comfort zones to new technologies.

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Principle-Centered Leaders Believe in Other People . . .

and know that a person’s behavior does not define or limit his/her potential.

and create a climate of growth and opportunity.

School administrators who believe in other people create teaching/learning environments of collaboration and trust where students and staff are empowered to create.

School administrators who believe in other people will place trust in the good judgment of staff to model ethical behaviors with digital learning issues.

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Principle-Centered Leaders Lead Balanced Lives . . .

by reading, watching, observing, learning, having fun, having a sense of humor about themselves, and enjoying life.

by thinking in terms of continuums, not absolutes.

where their actions and attitudes are proportional to the situation.

School administrators who lead balanced lives know to work, play, and not internalize every negative situation.

School administrators who lead balanced lives model sensible time-management on the time they spend on social networking sites. http://michaeljosephtherapy.com/blog/wp-content/uploads/

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Principle-Centered Leaders See Life as an Adventure . . .

where their security comes from within and from resourcefulness, initiative, creativity, will power, courage, stamina, and natural intelligence.

School administrators who see life as an adventure value project-based learning, inquiry-driven classrooms, and challenge-based learning.

School administrators who see life as an adventure create teaching/learning environments where technology is global tool used to create, innovate, research, communicate, collaborate, and problem-solve.

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Principle-Centered Leaders Create Synergy . . .

knowing that, “The whole is always greater than the sum of the parts.” T.E.A.M. = Together Everybody Achieves More

acting as a catalyst for change, delegating for results, and separate people from the problem.

School administrators who create synergy develop school environments into learning communities, challenge others to think about old problems in new ways, and inspire those around them to be more.

School administrators who create synergy challenge students and staff to find ways use technology for more than the status quo.

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Principle-Centered Leaders Exercise for Self-Renewal . . .

by developing the following aspects of human personality: Physical Mental Emotional Spiritual

School administrators who are effective stewards of their time, allowing for reflection and activity outside the school building, will be “healthier, stronger, and more service-focused”(39).

School administrators who exercise self-renewal may use a blog as a means of reflecting and connecting with other administrators.

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Personal Critique of Covey’s Theory

This set of leadership characteristics appeals to me because it connects to several concepts from Thomas Sergiovanni’s “Leadership As Stewardship” model.

I continually reflect back on a card I received from my eighth grade teacher who wrote, “ Your success will not be determined by the number of people you lead, but the number of people you serve.”

Vision, empowerment, communication, collaboration, balance, service, relational, humility, intelligence, life-long learning , and stewardship of time resources, and people’s feelings are easily translatable to the school environment. http://www.jupiterimages.com/Image/royaltyFree/

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References

Covey, S. (1991). Principle-Centered Leadership. New York, NY: Fireside-Simon & Schuster.

Covey, S., Merrill, A., & Merrill, R. (1994). First Things First. New York, NY: Simon & Schuster.

Johns Hopkins University Center for Technology in Education. (n.d.). Eight Discernible Characteristics of Principle- Centered Leaders. Retrieved July 20, 2010 from http://olms.cte.jhu.edu/26130