APPROACHES TO LEADERSHIP

APPROACHES TO LEADERSHIP
Please view this power point as a way to learn about the various approaches,
styles and theories of leadership. It is not an exhaustive list. However, it does
provide a foundation for understanding leadership.

WHAT IS LEADERSHIP?
 How do you define “leadership?”
 Give an example of a good leader? What does
she or he do and say?
 Give an example of a bad leader? What does
he or she do and say?
 What is the difference between leadership,
management and administration?

WHAT IS LEADERSHIP?
For each of the following letters, fill in the qualities or skills of leaders:
 L
 E
 A
 D
 E
 R
 S
 H
 I
 P

WHAT IS LEADERSHIP?
 “Leadership is the process of influencing group activities
toward the achievement of goals.” (Bass and Ovolio, 1993)
 “Leadership is influencing, guiding in direction, course,
action, and opinion.” (Bennis and Nanus, 1985)
 “Leadership is effective influence.” (Argyris, 1976)
 “Leadership is building cohesive and goal-oriented teams.”
(Clark, Clark and Campbell, 1993)
 “Leadership is persuading others to sublimate their own self
interests and adopt the goals of a group as their own.” (Block,
1993)

What do we want in a leader?
 “Our chief want is to find
someone to inspire us to be what
we know we could be.”
 Ralph Waldo Emerson

Great Person Approach
• Leadership is determined primarily by the
personality of the individual.
• Without Moses, Israel would have
remained in Egypt.
• Without Churchill, Britain would have fallen
to the Nazi’s.
• General George Patton in WW11
chartered strategies based on Caesar…

Or Traitist Approach
 Examine successful leaders to determine
common characteristics or traits.
 Leaders are endowed with superior qualities
that differentiate them from followers.
 Sam Walton: passion, vision, effective
communicator, empowered others and
motivated them to share his vision.
 Knowledge indicators/ disposition indicators
and performance indicators.

Trait Approach
 Catherine the Great, Mohandas Gandhi,
Abraham Lincoln, Moses and Joan of
Arc
 Some of the great leaders who had
qualities and characteristics that led
them to stand out in social, political,
military and religious areas of life.

FIVE CATEGORIES OF TRAITS of Leaders
Ralph Stogdill(1948)
 1). Capacity: intelligence, alertness, verbal facility,
originality, judgment.
 2). Achievement: scholarship, knowledge, athletic
accomplishments.
 3).Responsibility: dependability, initiative,
persistence, aggressiveness, self-confidence, desire
to excel
 4). Participation: activity, sociability, cooperation,
adaptability, humor
 5). Status: socioeconomic position, popularity.

Marcus Buckingham and Donald Clifton (2001)
34 Signature Strengths or Talents.
 Each individual is strong in a few of these talents and
weak in some.
 To build a strengths-based organization, a leader must
spend a great deal of time selecting the right people up
front, legislate outcomes as opposed to the style or
manner in which outcomes are accomplished, focus
training on building identified strengths, and avoid
promoting people to positions where their strengths are
not an asset, or stated differently, avoid promoting
people out of their areas of strength.

James Collins (2001) Good to Great
Level 5 Leaders
 The difference between “good” companies and “great”
companies is the presence of Level 5 leaders.
 Level 5 leaders are more interested in building a great
company than they are in drawing attention to ourselves.
 They blend personal humility with intense personal will.
 They exhibit intense commitment to doing what matters
most in their companies regardless of the difficulties.
 When things go wrong, they tend to look inward as
opposed to ascribing blame to external forces.

Level 5 Leaders
 Rely on high standards as the primary vehicle for
attaining goals, as opposed to personal charisma.
 Surround themselves with the right people to do the job.
 Create a culture of discipline.
 Honestly look at the facts regarding their companies.
 Entertains difficult questions regarding the future of their
companies.

Leadership Is A Trait
 A trait is a distinguishing quality of an
individual.
 This means that the leader brings to the table
certain qualities that influence the way he or
she leads.
 Examples:
 George Washington (1732-1799)
 Modest, moral, integrity, virtuousness,
wisdom, prudent, trustworthy.

 Harriet Tubman (1820-1913)
 Hopeful, determined, devoted, spiritual and
practical
 Eleanor Roosevelt (1884- 1962)
 Ability to confront conflicts, good listener,
honest, selfless, tolerant, courageous
 Winston Churchill (1874- 1965)
 Excellent orator that built hope and inspired
others.

 Mother Teresa ( 1910-1997)
 Focused on her mission to serve the poor,
determined, fearless, self-less, humble,
spiritual, strong will, role model, teach by
example and few words.
 Nelson Mandela ( 1918- )
 Person of conscience, self-reflective, moral,
visionary, disciplined, courageous, persistent,
humble, forgiving and compassionate.

 Bill Gates (1954- )
 Intelligent, visionary, focused, aggressive, straight
forward, altruistic, strong concern for the poor and
underserved.
 Oprah Winfrey (1954- )
 Excellent communicator, intelligent, well read, strong
business sense, spontaneous, fearless, hopeful, role
model of overcoming struggles in life.
 Examples from Northouse, P. (2012).
Introduction to leadership. Los Angeles,CA:
Sage.

UNIVERSAL LEADERSHIP ATTRIBUTES
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P.W. & Gupta, V. (Eds.). (2004).
Culture, leadership and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA:
Sage.
 Positive Leader Attributes
 Trustworthy just honest
 Foresighted plans ahead encouraging
 Positive dynamic motivator
 Builds confidence motivational dependable
 Intelligent decisive effective bargainer
 Communicative informed team builder
 Coordinator excellence oriented
 Administratively skilled win-win problem solver

UNIVERSAL LEADERSHIP ATTRIBUTES
 NEGATIVE LEADER ATTRIBUTES
 loner asocial non-cooperative
 Irritable non-explicit egocentric
 Ruthless dictatorial

My Essential Leadership Traits
 Identify Five Traits That Will Enhance Your
Leadership Effectiveness
 1).
 2).
 3).
 4).
 5).

TRAITS FROM THE ISLLC STANDARDS
 Vision Knowledge
 Fairness Dignity
 Respect Risk Taking
 Trustworthiness Acceptance of responsibility
 Ethics Caring
 Collaboration Effective communication skills
 Acceptance of consequences
 Effective consensus building
 Council of Chief State School Officers. (2008) Educational Policy
Leadership Standards: ISLLC, 2008.

LEADERSHIP IS AN ABILITY
 This person has an ability to be a leader, the
capacity to lead.
 It can be a natural ability such as speaking
or excelling in a sport or it can be an ability
attained through hard work or practice.

LEADERSHIP IS A SKILL
 Leadership is a competency developed to
accomplish a task effectively.
 People can improve their leadership with
practice, instruction and feedback from
others.

LEADERSHIP IS A RELATIONSHP
 Leadership is focused on communication
between leaders and followers.
 Leadership becomes a process of
collaboration that occurs between leaders
and followers.
 Leadership is an interactive event and
increases the possibility that leaders and
followers will work together toward a common
good.

LEADERSHIP IS A BEHAVIOR
 Leadership is what leaders do when they are in
a leadership role.
 The behavioral dimension is concerned with how
leaders act towards others in various situations.
 Leadership behaviors are observable.
 Task behaviors are used by leaders to get the
job done.
 Process behaviors are used by leaders to help
people feel comfortable with the other group
members.

LEADERSHIP IS AN INFLUENCE PROCESS
 Leadership is a process whereby an
individual influences a group of individuals to
achieve a common good.
 Influence is central to the process of
leadership because leaders affect followers.
 Leaders direct their energies toward
influencing individuals to achieve something
together.

PHILOSOPHY AND STYLE OF LEADERSHIP
 Each of us approaches leadership with a
unique set of beliefs and attitudes about the
nature of people and the nature of work.
 This is the basis for our Philosophy of
Leadership.
 These beliefs about people and work have
significant impact on an individual’s
leadership style.

THEORY X
McGregor, D. (1960). The human side of enterprise. New York, NY: McGraw –Hill.
 People dislike work.
 People need to be directed and
controlled.
 People want security, not
responsibility.

THEORY Y
 People like work.
 People are self-motivated.
 People accept and seek responsibility.

LEADERSHIP STYLE
 Behaviors of leaders, focusing on what
leaders do and how they act.
 The challenge is to understand the
philosophical underpinnings of one’s own
leadership style.

STYLES OF LEADER BEHAVIOR
 What type of behavior do effective
leaders display?
 Focus on: manner in which goals
were established, how roles and task
requirements were clarified and how
leaders motivated followers in
direction of goal attainment.
 Leadership style emerged from this

STYLES OF LEADERSHIP BEHAVIOR
Lewin, K., Lippitt, R & White, R. K. (1939). Patterns of
aggressive behavior in experimentally created “social
climates.” Journal of Social Psychology, 10, 271-299.
 A). Authoritarian Leadership
Style: direct, decision making in
hands of leader.
 Pluses and minuses.?
 From the movies, Glory Road (2006)
is the story of Don Haskins and the
1965-1966 Texan Western College
Basketball team that broke the race
barriers.

 B). Dem ocratic Leadership Style:
emphasis on shared decision making,
group discussions. (Standards 3 and
4)
 Pluses and minuses?
 Example from the movies is Invictus
(2009) is the true story of Nelson
Mandela determined to unite his
country.

 C). Laissez-faire Leadership Style:
complete freedom to the group, make
decisions on your own.
 Pluses and minuses?
 An example from the movies is the
film Office Space (1999) which
dramatizes the effects of a laissez-
faire manager on the morale of the
workers at a high-tech company.

Dimensions of Leader Behavior
 Ohio State University
 A). I nitiating Structure: task-orientated/
maintaining performance standards,
enforcing work deadlines and scheduling.
 B). Consideration: people-orientated
approachable, warmth, trust, respect,
consult before making decisions.
 4 Quadrants of Leadership: p 32 of Green
 Standards 2 and 3.

FOUR QUADRANTS OF LEADERSHIP
 Quadrant One: High Consideration/ Low
structure.
 Quadrant Two: High Structure/ High
Consideration.
 Quadrant Three: Low Structure/ Low
Consideration.
 Quadrant Four: High Structure/ Low
Consideration.
 Leader Behavior: Its Description and Measurement by R.
M. Stogdill and A. E. Coons( Eds). Columbus: Bureau of
Business Research, Ohio State University, 1957.

Organizational Dimensions
 Getzel and Guba (1957)
 The school is an organization with
two dimensions:
 A). Norm ative: school has a role to
play and role expectations
 B). I diographic: individuals have
personalities and needs must be met.
 Need for balance between roles and
needs to be met.

Three Types of Leader Behavior
 University of Michigan: effective versus
ineffectiveness
 A). Task-oriented behavior : focus on followers, set
work standards, organized tasks, methods, close
supervision
 B). Relationship-oriented behavior: develop
interpersonal relationships, focus on needs of
followers, set high goals
 C). Participative Leadership: group supervision in
decision making, communication, cooperation and
resolving conflict.
 Standard 4
 Likert (1961, 1967)

Situational Leadership
• Leadership is determined less by characteristics
of individuals than by the requirements of the
group or setting.
• A person emerges as result of time, place and
setting/ right place and time EG: Churchill.
• Paul Hersey and Kenneth Blanchard (1985,
1991, 1996, and 2001)
• Leader adapts leadership behavior to followers

Situational Leadership Continued
• maturity based on willingness and ability to
perform a specific task.
• Four Leadership Styles emerge:
• 1). When followers are unable and unwilling to
perform a task, the leader directs the followers’
actions without much concern for personal
relationships. High task and low relationship
focus.
• “Directing Style”

• 2). When followers are unable but willing to
perform the task, leader interacts with followers
in a friendly manner but provides direction and
guidance.
• High task and high relationship focus.
• “Coaching Style”
• 3). When followers are able but unwilling to
perform the task, leader does not provide much

• direction or guidance but must persuade followers to
engage in the task.
• Low task and low relationship focus
• “Supporting Style”
• 4). When followers are able and willing to perform the
task, the leader leaves the task to followers with little or
no interference.
• Low task and high relationship
• “Delegating Style”

Situational Leadership Continued.
• An effective leader knows all four styles.
• No one leadership style is appropriate for all
followers and all situations.
• Leader must discern which styles are
appropriate.

SITUATIONAL LEADERSHIP
Ronald Heifetz and Marty Linsky (1994,2002)
• Adapt leadership behavior to the requirements of the situation.
• TYPE 1: are situations for which traditional solutions will apply.
• Day to day problems: need to establish routines and operating
procedures and protecting staff from problems that might
distract them from their work.
• TYPE 2: traditional solutions will not suffice. Need to provide
resources to help people identify new ways of addressing
problems.
• TYPE 3: problems that cannot be addressed with the
organization’s current beliefs and practices. Need for new beliefs
and practices to create a new system.

POWER AND AUTHORITY
Leaders influence followers through power acquired from various sources. The
behavior of the leader and the leader’s influence on followers are determined by the
source of power and its use.
 French and Raven : The Bases of Power (1961)
 1). Reward Power: the perceived ability to provide rewards or
cause positive consequences. (merit pay, assignment of
teachers, supplies)
 2). Coercive Power: The perceived ability to punish or cause
negative consequences. ( negative teacher evaluations or
rejecting curricular innovations)
 3). Legitimate Power: Authority derived from law, position or
tradition.
 4). Referent Power: ability to influence derived from the
persona through loyalty, friendship, admiration respect etc.
 5). Expert Power: ability to influence derived from perceived
possession of expertise pertinent to task. (doctor)

Transactional and Transformational
Leadership
 James Burns (1978). Leadership. NY: Harper and
Row.
 Founder of modern leadership theories.
 Transactional Leadership:
 Trading one thing for another (quid pro quo)
 Exchange between leader and follower for purposes
of achieving individual objectives.
 B.M. Bass and B.J. Avolio. Improving
Organizational Effectiveness Through
Transformational Leadership. Thousand Oaks, CA:
Sage Press.

Transactional and Transformational Leadership
 Three Forms of Transactional Leadership
 1). Management by Exception- Passive:
setting standards but waiting for major
problems to occur before exerting leadership.
The job is to maintain the status quo.
 2). Management by Exception- Active: pay
attention to issues, set standards, carefully
monitor behavior. No risks and no initiative.

 3). Constructive Transactional: sets goals, clarifies
outcomes, exchanges rewards and recognition for
accomplishments, suggests, consults, provides
feedback, gives employees praise. Followers focus
on achieving expected performance goals.
 Transformational Leadership: leaders form a
relationship of mutual stimulation and elevation that
converts followers into leaders and may convert
leaders into moral and change agents.

 Four “I’s” or four behaviors (Ken Leithwood, 1994)
 1). Individual Consideration: giving attention to members
who seem neglected.
 2). Intellectual Stimulation: enable followers to think of old
problems in new ways.
 3). Inspirational Motivation: communicate high
performance expectations through a powerful, confident,
dynamic presence that invigorates followers.
 4). Idealized Influence: modeling behavior through
exemplary personal achievements, character and behavior.

TRANSFORMATIONAL LEADERSHIP
 Is the pursuit of high level goals that are
common to both leaders and followers.
 A). It elevates the motives of individuals
toward a common goals, beliefs, values and
norms.
 B). It focuses on higher order, intrinsic and
moral motives.
 ISLLC standard 4: social justice.

Total Quality Management
 Edward Deming (1986). Out of Crisis.
Cambridge, MA: MIT Center for
Advanced Engineering.
 Provided framework for post WW11
Japan to restore its manufacturing base
and for US firms such as Ford and Xerox
to improve quality of their products and
services.
 TQM: 14 principles

 Five Basic Factors that define actions of an
effective leader.
 1). Change Agent: leaders ability to stimulate
change in an organization.
 Analyzing the need for change, isolating and
eliminating structures and routines that work
against change, creating a shared vision and
sense of urgency, implanting plans and
structures that enable change and fostering
open communication.

 2). Teamwork: importance of teams within
organizations: establish and determine
viability.
 3). Continuous Improvement:
 Japanese word: “kaizen”
 Continual and incremental improvement of the
critical aspects of an organization by all
members.
 A leader must invite continuous improvement.

 4). Trust Building: creating a climate in
which employees and employer perceive
the organization as a “win-win”
environment.
 Establishing respect and instilling
faith is based on a leader with integrity,
honesty, openness and daily actions that
match words.

 A leader knows the concerns of the
employees, knows what motivates them,
knows what enables employees to work
at levels of maximum effectiveness.
 5).Eradication of short-term goals.
 The focus needs to be more on process
and long-term perspectives.

Behavioral Approaches to Leadership
These are the things that leaders must do.
 Halpin and Winer’s(1957) Two-Dimensional Theory of
Leadership:
 INITIATING STRUCTURE: Behavior that delineates the
relationship between the leader and members of the
work group and endeavors to establish well-defined
patters of organization, channels of communication and
methods of procedure.
 CONSIDERATION: Behavior that indicates friendship,
mutual trust, respect, and warmth in the relationship
between the leader and the staff.

BOWERS AND SEASHORE’S (1966) FOUR-
FACTOR THEORY of LEADERSHIP
 GOAL EMPHASIS: Behavior that stimulates enthusiasm
for meeting the group’s goals or achieving excellent
performance.
 WORK FACILITATION: Behavior that helps goal
attainment by scheduling, planning and coordinating.
 SUPPORT: Behavior that enhances someone else’s
feelings of personal worth and importance.
 INTERACTION FACILITATION: Behavior that
encourages members of the group to develop close,
mutually satisfying relationships.

HOUSE’S (1973) PATH-GOAL THEORY OF
LEADERSHIP
 INSTRUMENTAL OR DIRECTIVE LEADERSHIP:
Behavior that delineates the relationship between the
leader and members of the work group and attempts to
clearly define patterns of the organization without
autocratic or punitive control.
 SUPPORTIVE LEADERSHIP: Behavior that indicates
friendship and warmth toward the work group by the
leader.
 PARTICIPATIVE LEADERSHIP: Behavior that allows
subordinates to influence decisions by asking for
suggestions and including the subordinates in the
decision-making process.

The 7 Habits of Highly Effective People
Steven Covey (1989)
► Seven behaviors that generate positive results in a variety of
situations.
► 1). Be proactive: control your environment.
► 2). Begin with the end in mind: keep the goals in mind.
► 3). Put first things first: focus on behaviors that lead to goals.
► 4). Think win-win: all members benefit when goals are realized.
► 5). Seek first to understand and then to be understood: listening and
understanding the needs of people.
► 6). Synergize: cooperation and collaboration.
► 7). Sharpen the saw: learning from previous mistakes and developing
skills to ensure that they are not repeated.

Principle- Centered Leadership
Steven Covey (1992)
Leaders have a strong sense of purpose.
 1). They are continually learning.
 2). They are service-orientated.
 3). They radiate positive energy.
 4). They believe in other people.
 5). They lead balanced lives.
 6). They see life as an adventure.
 7). They are synergistic.
 8). They exercise for self-renewal.

First Things First
(Covey, Merrill and Merrill, 1994)
 Time management: the highest and best use of a
person’s time.
 Selection of the next step should be guided by a
person’s purpose in life and by the demands of the task
at hand.
 The highest and best use of a person’s time is that
action that most effectively addresses the problems at
hand and is most consistent with the individual’s
identified purposes in life.

PRINCIPAL LEADERSHIP
 Manager?
 Administrator?
 Curriculum leader?
 Instructional leader?
 Which hat do you wear?
 How much time do you spend in
each role?

INSTRUCTIONAL LEADERSHIP
 Setting clear goals
 Allocating resources to instruction
 Managing the curriculum
 Monitoring lesson plans
 Evaluating teachers
 Those actions a principal takes, or
delegates to others, to promote growth in
student learning.
 (Flath, 1989)

The National Association of Elementary School Principals
(2001)
 Leading learning communities:
 Staff members meet on a regular basis to discuss
their work, work together to problem solve, reflect
on their jobs, and take responsibility for what
students learn.
 They operate in networks of shared and
complementary expertise rather than in hierarchies
or in isolation.
 People in a learning community own the problem
and become agents of its solution.
 Instructional leaders make adult learning a priority:
set high expectations for performance, create a
culture of continuous learning for adults and get the
community’s support for school success.

Blasé and Blasé (2000)
 Making suggestions
 Giving feedback
 Modeling effective instruction
 Soliciting opinions
 Supporting collaboration
 Providing professional development
opportunities
 Giving praise for effective teaching

FOUR SKILLS ESSENTIAL FOR INSTRUCTIONAL
LEADERSHIP (Whitaker, 1997)
 Resource Provider: principals must know the
strengths and weaknesses of teachers/ they must
also recognize that teachers desire to be
acknowledged and appreciated for a job well done.
 I nstructional Resource: teachers count on their
principals as resources of information on current
trends and effective instructional practices.
Instructional leaders are tuned-in to issues related
to curriculum, effective pedagogical strategies and
assessment.

FOUR ESSENTIAL SKILLS FOR INSTRUCTIONAL
LEADERSHIP
 Good Com m unicators: effective
instructional leaders need to communicate
essential beliefs regarding learning such as
the conviction that all children can learn
and no child should be left behind.
 Visible Presence: a commitment to living
and breathing a vision of success in
teaching and learning. Focus on learning
objectives, modeling behaviors of learning,
and designing programs and activities on
instruction.

Principal as Instructional Leader
What up-to-date knowledge do they need?
 CURRI CULUM: principals need to know about the
changing conceptions of curriculum, educational
philosophies and beliefs, knowledge specialization and
fragmentation, curricular sources and conflict, curriculum
evaluation and improvement.
 I NSTRUCTI ON: principals need to know about different
models of teaching, the theoretical reasons for adopting a
particular teaching model, the pedagogy of the internet, the
theories underlying the technology-based learning
environment.
 ASSESSMENT: principals need to know about the
principles of student assessment, assessment procedures
with emphasis on alternative assessment methods and
assessments that aim to improve rather than prove student
learning.

What up-to-date knowledge do principals need?
 LEARNI NG: principals need a deep
understanding of on humans learn. The core
business of schooling is learning. Theories
provide a resource in enhancing instructional
effectiveness.
 TECHNOLOGY: principals need to be equipped
with the knowledge of technology integration in
teaching and learning.

What up-to-date knowledge principals need to know
 I NNOVATI ON: if some students are unable to
read and write at the secondary level, the
principal as instructional leader should take steps
to face the problem by supporting teachers’
instructional methods, allocating resources and
materials, visiting classrooms frequently,
providing feedback on instructional methods and
techniques and using data to focus attention on
improving the curriculum and instruction.
 (Mendez-Morse, 1991)

SKILLS AND THE INSTRUCTIONAL LEADER
 I NTERPERSONAL SKI LLS: are essential for
being a successful principal. Skills include:
maintain trust, spur m otivation, give
em pow erm ent and enhance collegiality.
Relationships are built on trust and this leads to
motivation where teachers are involved in
planning, designing and evaluating educational
programs. Empowerment leads to ownership and
commitment as teachers identify problems and
design strategies themselves. Collegiality
promotes sharing, cooperation and collaboration
in which teachers and the principal talk about
teaching and learning.

 PLANNI NG: begins with clear identification of
goals or vision to work towards as well as induce
commitment and enthusiasm. What changes
need to occur and which may be accomplished by
asking people involved, reading documents and
observing what is going on?
 OBSERVI NG I NSTRUCTI ON : Supervision
aims to provide teachers with feedback to
consider and reflect upon. Teachers also need to
make their own judgment and reach their own
conclusions.

 RESEARCH AND EVALUATI ON SKI LLS: are
needed to critically question the success of
instructional programs initiated and one of the
skills most useful is Action Research.

INSTRUCTIONAL LEADERSHIP CONSIDERATIONS
 Growth in student learning is the primary goal of schooling.
 Principal must possess up-to-date knowledge in curriculum,
instruction, assessment, learning theories, technology and
innovation.
 Principal must have skills in interpersonal relations,
planning, observing and research and evaluation.
 I nstructional leadership is a role that focuses on
instruction, building a community of learners, sharing
decision-making, sustaining the basics, leveraging time,
supporting ongoing professional development of all staff
members, redirecting resources to support a multifaceted
school plan, and creating a climate of integrity, inquiry and
continuous improvement. (Brewer, 2001)

Consists of direct and indirect behaviors that
significantly affect teacher instruction and, as a result,
student learning. (Ching-Jen Liu- 1984)
• Liu divided the tasks of instructional leadership
into two categories: Direct and Indirect
• Direct Leadership activities include: staff
development, teacher evaluation and supervision
• Indirect Leadership activities include:
instructional facilitation, resource acquisition,
building maintenance and student problem
resolution
• Five factors to Instructional Leadership:

Factor 1: Staff Development
• Work with committee to plan and implement the
staff development program.
• Survey staff members to determine topics and
activities for a year-long staff development
program.
• Provide in-service training for the support staff
on how their roles relate to the instructional
program.

Factor 2: Resource Acquisition and Building
Maintenance
• Acquire adequate resources for teaching.
• Allocate resources on the basis of identified
needs according to a priority ranking.
• Maintain the building in order to provide a
pleasant working condition for students and staff.

Factor 3: Instructional Facilitation
• Establish priorities so that, by the amount of time
directed to it, instruction is always first.
• Work according to the belief that all students can
learn and achieve at high levels.
• Support teachers who are implementing new ideas.

Factor 4: Teacher Supervision and
Evaluation
• Involve all staff members and people from the
community in setting clear goals and objectives
for instruction.
• Work according to the belief that all teachers
can teach and teach well.
• Have conferences with individual teachers to
review their instructional plans.

Factor 5: Student Problem Resolution
• Assist teachers in dealing with discipline
problems.
• Enforce school attendance policies to reduce
tardiness and absentee rates.
• Interact directly with students to discuss their
problems about school.

Five Behavioral Patterns of Instructional Leaders
Jerry Patterson (1993) ASCD
 1). The provide a sense of vision to their schools.
 They articulate what a school is supposed to do,
particularly in terms of what it should do to benefit
students.
 The purpose of the school is to find ways in which
students may learn successfully.
 This vision and mission guides all other activities.

Five Behavioral Patters of Instructional Leaders
 2). They engage in participative management.
 They encourage a better organizational climate in
the school by allowing teachers to participate
meaningfully in decision making.
 Teachers sense greater ownership in the priorities
and programs that are available to help children.

 3). They provide support for instruction.
 Instructional leaders are committed to maintaining
quality instruction as their primary organizational
focus.
 Energy will be expended to assure that resources
are available to enable the instructional program of
the school to proceed unabated.

 4).Instructional leaders monitor instruction.
 They know what is going on in the classrooms of
their schools.
 Monitoring may involve direct, in-class, intensive
observation to merely walking around the building
and talking with students.
 The critical issues is that instructional leaders are
aware of the quality of instruction being carried out in
their schools.

 5). They are resourceful.
 Instructional leaders rarely allow circumstances in
their organizations to get in the way of their vision for
quality educational programs.
 As a result, they tend not to allow a lack of
resources, or apparently prohibitive district policies,
or any other factors, to interfere with the goals of
their schools.

I NSTRUCTI ONAL LEADERSHI P MODELS
 1). Hallinger and Murphy ( 1 9 8 5 )
 A). Defining the school mission: framing and
communicating goals.
 B). Managing the instructional program: supervising and
evaluating instruction, coordinating curriculum and
monitoring student progress.
 C). Promoting a positive school climate: protecting
instructional time, promoting professional development,
maintaining high visibility, providing teaching incentives,
enforcing high academic standards and providing
incentives for students.

 2). Murphy’s Model ( 1 9 9 0 )
 A). Developing a mission and goal.
 B). Promoting quality instruction and
monitoring student progress.
 C). Creating an academic learning climate.
 D). Developing a supportive work environment.

Patterson’s Model ( 1 9 9 3 )
 A). Providing a sense of vision to the school: articulating
a shared vision of improving student learning through
more effective teaching.
 B). Engaging in participatory management: empowering
others by involving them.
 C). Supporting instruction: recognizing instruction as the
key to learning.
 D). Monitoring instruction: knowing what is happening in
the classroom and providing feedback.
 E). Facilitating the achievement of learning goals.

W eber’s Model ( 1 9 9 6 )
 A). Defining the school’s mission.
 B). Managing curriculum and instruction.
 C). Promoting a positive learning
climate.
 D). Observing and improving instruction.
 E). Assessing the instructional program.

Alig-Mielcarek and Hoy ( 2 0 0 5 )
 Summarizing the fundamental properties of the
previous models, instructional leadership has
three basic functions:
 1). Defining and communicating shared goals.
 2). Monitoring and providing feedback on the
teaching and learning process.
 3). Promoting school-wide professional
development.
 Also looked at two other factors on academic
achievement: academic press within a school
and socioeconomic status of the students.

CORRELATES OF EFFECTIVE SCHOOLS
(Association of Effective Schools, Inc, 1996)
 The correlates are the means to achieving high and
equitable levels of student learning.
 It is expected that all children (male, female, rich, poor,
black or white) will learn at least the essential
knowledge, concepts and skills needed so that they can
be successful at the next level next year.
 When school improvement processes based upon
effective schools research are implemented by
instructional leaders, the proportions of students that
achieve academic excellence either improves, or at the
very least, remains the same.

#1 -CLEAR SCHOOL MISSION
 In an effective school, there is a clearly
articulated school mission through which the
staff shares an understanding of and
commitment to instructional goals, priorities,
assessment procedures and accountability.
 Staff accept responsibility for students’ learning
of the school’s essential curricular goals.

#2- HIGH EXPECTATIONS FOR SUCCESS
 In the effective school, there is a climate of
expectation in which the staff believe and
demonstrate that all students can attain
mastery of the essential content and school
skills and the staff also believe that they have
the capability to help all students achieve that
mastery.

# 3- INSTRUCTIONAL LEADERSHIP
 In the effective school, the principal acts as
an instructional leader and effectively and
persistently communicates that mission to the
staff, parents and students. The principal
understands and applies the characteristics
of instructional effectiveness in the
management of the instructional program.

#4- FREQUENT MONITORING OF STUDENT
PROGRESS
 In the effective school, student academic
progress is measured frequently. A variety of
assessment procedures are used. The
results of the assessments are used to
improve individual student performance and
also to improve the instructional program.

#5- OPPORTUNITY TO LEARN AND STUDENT
TIME ON TASK
 In the effective school, teachers allocate a
significant amount of classroom time to
instruction in the essential content and skills.
For a high percentage of this time, students
are engaged in whole class or large group,
teacher-directed, planned learning activities.

#6- SAFE AND ORDERLY ENVIRONMENT
 In the effective school, there is an orderly,
purposeful, businesslike atmosphere which is
free from the threat of physical harm.
 The school climate is not oppressive and is
conducive to teaching and learning.

#7- HOME – SCHOOL RELATIONS
 In the effective school, parents understand
and support the school’s basic mission and
are given the opportunity to play an important
role in helping the school achieve that
mission.

THE KEYS TO SUCCESSFUL SCHOOL, FAMILY
AND COMMUNTIY PARTNERSHIPS
(J.L Epstein, 2002)
 Type 1: PARENTING: assist families with
parenting and childrearing skills,
understanding child and adolescent
development, and setting home conditions
that support children as students at each
stage and grade level. Assist schools in
understanding families.

 Type 2: COMMUNICATING: communicate
with families about school programs and
student progress through effective school-to-
home communications.
 Type 3: VOLUNTEERING: improve
recruitment, training, work and schedules to
involve families as volunteers and audiences
at the school or in other locations to support
students and school programs.

 Type 4: Learning at Home: involve families
with their children in learning activities at
home, including homework and other
curriculum-related activities and decisions.
 Type 5: Decision Making: include families
as participants in school decisions,
governance, and advocacy through PTA
school councils, committees, action teams
and other parent organizations.

 Type 6: Collaborating with the
Community: coordinate community
resources and services for students, families,
and the school with businesses, agencies,
and other groups, and provide services to the
community.

LEADERS VERSUS MANAGERS
 Leaders focus on people.
 Managers focus on systems and
structures.
 Leaders inspire trust.
 Managers rely on control.
 Leaders have the long range perspective.
 Managers have the short range view.
 Leaders ask what and why?
 Managers ask how and when?

LEADERS VERUS MANAGERS
 Leaders have their eyes on the horizon.
 Managers have their eyes on the bottom
line.
 Leaders originate.
 Managers imitate.
 Leaders challenge the status quo.
 Managers accept the status quo.
 Leaders are their own persons.
 Managers are the classic good soldiers.

Emerging Leadership Perspectives
 Cognitive Developm ent Models of
Leadership: Kenneth Leithwood, Phillip
Hallinger, Joseph Murphy (1993) Cognitive
Perspectives on Ed Leadership. NY:
Teachers College Press.
 How leaders think.
 Do good leaders think differently than less
effective leaders?

 Studies done at OISE in Toronto
 How expert principals solve everyday
problems in ways markedly different
from practices demonstrated by
novice or typical principals.
 Principal Effectiveness Profile (1993)
 Novice principals focused on
consequences for school and
academic growth of large numbers.

 Typical principals were more
concerned about consequences for
themselves.
 Expert principals used detailed prior
planning and consultation with others
in the school.
 Expertise can be learned.

FOUR CRITICAL CHARACTERISTICS OF EFFECTIVE
LEADERS (Warren Bennis, 2003)
 1). Leaders must engage others through the
creation of a shared vision.
 2). Leaders must have a clear voice that is
distinctive to constituents/ sense of purpose, a
sense of self and self-confidence.
 3). Leaders must operate from a strong moral
code and a belief in a higher good that fuels their
efforts.
 4).Leaders must have the ability to adapt to
relentless pressure to change.

LEADERSHIP AS EFFECTIVE QUESTIONING
(Peter Block, 2003)
 Leadership is an act of effective questioning.
 Effective leaders are social architects who create
a social space that enhances or inhibits the
effectiveness of an organization.
 Critical leadership skills include convening critical
discussions, naming the question, focusing
discussion on learning as opposed to premature
closure on solutions and using strategies for
participative design of solutions.

 Distributive Leadership
 Geoff Southworth (2004)
 Primary School Leadership in
Context: Leading Small, Medium and
Large Sized Schools. NY: Routledge
Falmer.
 Leadership is not found only in one
leader.

 “Leadership is seen as a product of
concertive or conjoint activity rather
than as a phenomenon which arises
from the individual.” p 3
 Nigel Bennett, C. Wise, P.A. Woods,
and J.A. Harvey. (2003). Distributed
Leadership. Nottingham, England:
National College for School
Leadership.

 Good leaders draw out the latent
leadership of everyone who works in
the school so that the sum of all
individual efforts truly goes beyond
what an individual might be able to
accomplish.
 James Spillane (2006). Distributed
Leadership. San Francisco: Jossey-
Bass.

 Research in Chicago Public Schools.
 Best schools feature strong and effective
principals who were able to distribute
leadership effectively throughout their
staffs and communities.
 They created learning com m unities.
 B Wilmore (2002). Principal Leadership.
Thousand Oaks, CA: Corwin Press.

DISTRIBUTED LEADERSHIP
(Richard Elmore, 2000)
 The knowledge base one must have to provide
guidance on curriculum, instruction and
assessment is vast.
 To deal with this, each school must distribute the
responsibility for leadership.
 The principal cannot provide all leadership
functions in the school.

DISTRIBUTED LEADERSHIP
James Spillane, 2001,2003,2004, 2005)
 Distributed leadership is not just the distribution
of tasks.
 Distributed leadership is an interactive web of
leaders and followers who periodically change
roles as the situation warrants.
 1). Collaborative distribution: when the actions of
one leader become the basis for the actions of
another leader.
 2). Collective distribution: leaders act separately
and independently for a shared goal.
 3). Coordinated distribution: sequential tasks are
led by different individuals.

PURPOSING LEADERSHIP
Irwin Blumer(1989)
 SAY IT: define the core values,
communicate them clearly and often
to inside and outside constituencies.
 MODEL IT: act on these core values
and when it comes to make tough
choices and trade-offs, make it clear
that the core values drive the final
decisions.

 ORGANIZE FOR IT: put in resources to
support the core values.
 Organize incentives and rewards for
organizational units and personnel whose
actions exemplify commitment to core
values.
 Ensure that the core values permeate all
the arenas in the school systems:
classroom routines, cafeteria, playground,
faculty meetings, reward systems, student
council, traditions, ceremonies, grouping
practices, models of teaching and lesson
structures and spontaneous personal
contact.

 SUPPORT IT: provide additional
resources to the areas that promote
core values.
 When undergoing retrenchment, cut
other areas before jeopardizing
programs and practices that reflect
core values.
 The most important things get cut
last.

 ENFORCE IT: and commend
practices that exemplify core values.
 Embody core values in personnel
evaluations.
 EXPRESS OUTRAGE when
practices violate the core values.
 Outrage is a powerful form of
communication. Outrage tells people
what is important.

 Moral and Ethical Leadership
 1). Leader is a model of moral behavior.
 Leader promotes change toward morally
and societal redeeming goals.
(Sergiovanni, 1991, and 1996,
Hodgkinson, 1991 and Barnett, 1991,
Goodlad, 1994, Fullan, 1999, Strike, Haller
and Soltis, 2005)
 Leader addresses moral dilemmas and
uses ethical reasoning to solve these
problems.

 Leader applies two principles:
 A). Principle of Equal Respect in which
human beings have worth and should be
treated accordingly.
 B). Benefit Maxim ization which says
that whenever faced with a choice, the
most just decision is the one that results
in the most good or the greatest benefit
for the most people.
 (Fullan, 1999, Goodlad, 1994, Strike,
Haller and Soltis, 1988)

 What means to most people is what
they believe, how they feel, the
shared norms, values and cultural
symbols that emerge form groups
with which they identify.
 (Etizioni, 1990)
 Ed leadership needs to promote
value-based and value-added
education.

 2). Leader is a servant to meet the
needs of those who work in the
organization.
 Servant Leadership
 Robert Greenleaf and Larry Spears.( 1 9 7 0 ,1 9 7 7 )
 See reading: “Becom ing a Servant Leader: Do You Have
W hat I t Takes? by John Barbuto and Daniel W heeler.

SERVANT LEADERSHIP
 Effective leadership emerges from the desire to help others.
 The servant leader is positioned at the center of the
organization.
 Nurtures those within the organization.
 CRITICAL SKILLS of Servant Leadership:
 1). Understanding the personal needs of those within the
organization.
 2). Healing wounds caused by conflict within the
organization.
 3). Being a steward of the resources of the organization.
 4). Developing the skills of those in the organization.
 5). Being an effective listener.

LEADING IN A CULTURE OF CHANGE
Michael Fullan, (2001)
 Five Characteristics of Effective Leadership for Change:
 1). Moral purpose.
 2). Understanding the change process.
 3). Strong relationships.
 4). Knowledge sharing.
 5). Coherence or connecting new knowledge with
existing knowledge.

TEACHER LEADERSHIP
Eunice Merideth (2007)
 REACH MODEL
 Risk-taking
 Effectiveness
 Autonomy
 Collegiality
 Honor

Risk-Taking and Teacher Leadership
 Relish challenges and pursue professional growth for
themselves and to increase student achievement.
 Adapt to new approaches to teaching and school
improvement processes.
 “Movers and Shakers” who respond to problems and
tackle the status quo.
 A take charge attitude/ confidence and work ethic to
set and accomplish goals.
 Go out of their way to find innovative, exciting
programs both for the benefit of students and
themselves.

Effectiveness and Teacher Leadership
 Effective teachers exhibit best practices, professional growth and “heart.”
The affective actions of caring, mentoring and living one’s values.
 Establish connections among disciplines.
 Know a variety of teaching methodologies in order to deliver the subject
to all students.
 Develop curriculum consistent with subject discipline and developmental
level.
 Make informed choices about textbooks and materials.
 Embrace technology that enhances learning.
 Establish relevance to students’ lives.
 Schools have a heartbeat (Sergiovanni, 2005) and when leaders
strengthen the heartbeat, their schools become stronger and more
resilient. Change begins with us- with our heart, hand and hands that
drive our leadership practice.

Autonomy and Teacher Leadership
 Display initiative, independent thought and
responsibility to carry out initiatives to focus on student
achievement
 Share responsibility of helping with school
improvement plans and addressing students’
continuing cognitive and social growth.
 Must also accept responsibility for reflection, inquiry
and improvement of their own practice.
 Inquiry into educational issues and learning new
instructional methods.
 Organizing and performing one’s own work as a self-
manager and leader.

Collegiality and Teacher Leadership
 Promote community and practice interactive communication skills
that provide the cement to secure the foundation of a school
culture.
 Professional learning communities require problem-solving and
conflict management skills, trust among members and an
orientation toward the good of the entire school community.
 Collegiality involves both support and cooperation, a give and
take between professionals.
 To be colleagues is to share a common membership,
commitment to a common cause, shared professional values and
a shared professional heritage.

Honor and Teacher Leadership
 Teacher leaders demonstrate integrity, honesty and
professional ethics.
 They are not just good teachers but also good people
centered on the greatest good for the students.
 Schools combat ignorance but they also teach the
values of working hard, getting to school on time,
completing assignments and respecting all people.
(Ernest Boyer, 1995).
 Establishes relationships with their students.

TEACHER LEADERSHIP
 The Teacher Leader Model Standards
consist of seven domains describing
the many dimensions of teacher
leadership:
 Domain I: Fostering a Collaborative
Culture to Support Educator
Development and Student Learning

TEACHER LEADERSHIP
 Domain II: Accessing and Using
Research to Improve Practice and
Student Learning
 Domain III: Promoting Professional
Learning for Continuous Improvement
 Domain IV: Facilitating Improvements in
Instruction and Student Learning

TEACHER LEADERSHIP
 Domain V: Promoting the Use of
Assessments and Data for School and
District Improvement
 Domain VI: Improving Outreach and
Collaboration with Families and
Community

TEACHER LEADERSHIP
 Domain VII: Advocating for Student
Learning and the Profession
 www.teacherleaderstandards.org

THE LEADERSHIP SECRETS OF SANTA CLAUS
Eric Harvey, David Cottrell and Al Lucia
Dallas: Walk The Talk, 2003
 1). Build a Wonderful Workshop
 Nothing was going to work if everyone didn’t
understand what the Big Picture was.
 What’s our mission?
 How do I need to treat people to achieve that
mission?
 What are our values and how can sticking to
them help us accomplish the mission?

 2). Choose the reindeer wisely.
 Bring in only the best and you won’t have nearly as
many problems getting them to perform.
 Once you’ve brought them on, it’s all about finding where
they fit best to pull that sleigh.
 And by golly, when they perform, you reward them.
 And if they show the ability to move up to another
position in the reindeer team, move them up there, but
only if they show the potential.
 And make sure you get a good mix of reindeer out there
in front of your vehicle because each position takes
different kinds of abilities, personalities and experience.

 3). Make a list and check it twice.
Get organized today and not tomorrow!
Follow the plan you worked out.
Use all available resources wisely.

 4). Listen to the elves.
You know who the elves are.
Get your employees and coworkers
feedback.
Be aware of how you look to them.
What kind of example am I setting for
them?
Feel their pain. Walk a mile or two in their
shoes.

 5). Get beyond the red wagons.
 Change happens. So deal with it.
 Help your coworkers accept the reality of change
and maybe even get into it.
 It is the customer who is in charge.

 6). Share the milk and cookies.
 Employee recognition.
 Recognize the difference employees make.
 Reward them for outstanding performance.
 Be creative about recognition.

 7). Find out who’s been naughty and nice.
 If you brought on the right reindeer, you may not have to
work on this one.
 However, no one is perfect.
 Imperfections in the enterprise ought to be met head on.
 At the nice end of the scale, don’t forget the superstars.
If you take them for granted, you may not have them
around that long because they are in demand.
 At the naughty end of the scale, use coaching and
positive reinforcement all with the view of making stars
out of all of us.

 8). Be good for goodness sake.
 It’s about leading by example, setting guidelines
and accountability and remembering that
everything, but everything, counts on achieving
success.
 The elves are watching Santa at all times!

PARENTING IS LEADERSHIP
John Mayer, Ph.D.
 Like any position of leadership, effective parent
leadership has key elements:
 A). Modeling
 If we want children to behave in a certain way, then
we have to show them how to do this by our actions.
 A very important way to do this is in our relationships
with our spouses, other family members and to
others we meet in the world.

 B)Teaching
 Every moment of interaction with a child is a
teaching moment.
 Schools and teachers are only a part of how
children learn. Parents have a huge role in
teaching. Be a participant in their whole
education.

 C). Guidance:
 Offer your advice. Share how you would do things-
have done things- have faced things in your life.
 Offer your guidance, but give the child the free will to
make decisions on their own within boundaries and
as long as family rules are not broken.
 Set family rules. Children need rules and look to us
for these limits. Set reasonable consequences for
breaking the rules.

 D). Monitoring:
 Be KOOL
 K now what your child is doing.
 O bserve them. Watch how they act and whom they
interact with.
 O bey all the rules and laws of society. Don’t allow
them to break the law-drinking, smoking etc.
 L isten to them and listen intensely.

 E). Time:
 Parenting is an enormous time investment.
 Don’t try and side step this involvement.
 No one will parent for you.
 It is your gift, your privilege, your opportunity.

7 Deadly Leadership Sins
Bad Leader Archetypes
►1). NARCI SSI STS: are self-centered
leaders who are intolerant of criticism.
►They charm stakeholders
►Perform for the present but don’t build for
the future.
►Preside over toxic or corrosive cultures.
►2). DI THERERS: suffer from acute analysis
paralysis and are unable to make decisions.

►Continue to commission studies and take
matters under advisement.
►Announce plans to do things but the plans
lack substance, detail or commitment.
►Frustrate followers who are unable to get
straight answers.
►Errors of omission rather than commission.
►Culture of indecisiveness.

►3). AVOI DERS: don’t make decisions at all.
►Desire to maintain existing organizational
culture.
►“If it ain’t broke, don’t fix it.”
►Preside over demise or near death
experiences of organizations that fail to
recognize changing circumstances.

►4). PANDERERS: make decisions but their
desire is to please everyone.
►Make contradictory commitments that
cannot be reconciled and they end up
breaking promises and undermining their
own credibility.
►Fail to deliver on promises.
►Retreat into emails or edicts.

► 5). FADDI STS: they adopt every leadership or
management fad and fashion with an alarming
switch rate.
► Latch on to buzzwords and packaged solutions.
► Underlings see new initiatives as a time-limited
program and have the attitude of “this, too, shall
pass.” or “here we go again.”
► Exhaust followers and squander resources on too
many initiatives at fail to gain traction.

►6). TUNNELLERS: are so focused on a
single goal or strategy that they miss the
big picture or fail to respond to changing
circumstances.
►Discourage others from creative and
divergent thinking.
►Lead organizations down the wrong path.

► 7). FANTASI ZERS: have too much optimism and
confidence and lack a sense of what is realistic.
► Lack perspective and follow- through.
► Lead followers into strategies that disappoint.
► Lose credibility because followers start to believe
that everything they want to do will be
unattainable.
► All dreams, no deliverables.
► Dr. Jeff Gandz, University of Western Ontario,
Richard Ivey School of Business.

APPROACHES TO LEADERSHIP

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