· If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both "policies and people" in the school where you become principal? In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility. · How will you lead your staff in this part of the curriculum?  In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea Required Resources Text Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved from https://ashford.content.edu · Chapter 8: Leadership Articles Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/ Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week.  Retrieved from http://www.businessweek.com/stories/2007-01-14/out-at-home-depot Stark, A. (1993). What's the matter with business ethics? Harvard Business Review, 71(3), 38-48. .

1. · If we accept the fact that we may need to focus more on
teaching civic responsibility, how can this work with both
"policies and people" in the school where you become
principal?
In order to increase the focus on teaching civic responsibility,
policy must be in place supporting this goal. A school leader
must be willing to invest time and funds into planning, training,
and implementing curriculum that emphasizes civics. Staff
members may have different levels of interest, understanding,
and comfort when it comes to incorporating civic responsibility
into their teaching, so providing professional development in
this area would be critical. The strategic plan for integrating
civic responsibility and the expectations for each teacher’s
involvement should be clearly communicated. In addition to
establishing these policies regarding civics education, the
school leader and teachers must work to model civic
responsibility. In addition to sharing his or her vision for
increased focus on civics with the school staff, the school leader
should work to share his or her vision with school board
members, other district personnel including the superintendent,
and the greater community. Lastly, school leaders need to
support their staff as they take risks and work to develop and
implement new activities, discussions, and projects centered
around teaching civic responsibility.
· How will you lead your staff in this part of the curriculum?
In leading my staff in this part of the curriculum, I would work
to secure professional development related to civic
responsibility, as this is not an area that I have expertise in, and
work as a staff to develop our vision and implementation goals.
I would also provide examples such as the work of the exemplar
schools described in the article in integrating civic
responsibility across all content areas, implementing service-
learning programs, and creating partnerships between the school
and community. I would also work within PLTs to develop ways

2. that civic responsibility could be incorporated within their
curriculum and remind them that they have my support as they
embark on this endea
Required Resources
Text
Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved
from https://ashford.content.edu
· Chapter 8: Leadership
Articles
Austen, B. (2012, July 23). The story of Steve Jobs: An
inspiration or a cautionary tale? (Links to an external
site.)Links to an external site.Wired. Retrieved fom
http://www.wired.com/2012/07/ff_stevejobs/all/
Charan, R. (2006). Home Depot’s blueprint for culture
change. Harvard Business Review. 84(4), 60-70. Retrieved from
EBSCOhost database
Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., &
Zegal, S. (2007). Out at home depot (Links to an external
site.)Links to an external site.. Business Week.
Retrieved from http://www.businessweek.com/stories/2007-01-
14/out-at-home-depot
Stark, A. (1993). What's the matter with business
ethics? Harvard Business Review, 71(3), 38-48. Retrieved from
EBSCOhost database
Weekly Lecture
Week Four Lecture
Leadership Style
I can recall being led by phenomenal, mediocre, and poor
managers and the one that made a true difference was the leader
that possessed the competencies to influence my productivity.
Yukl (2006) suggests the leadership style approach accentuates
leader behaviors-in other words, what leaders do and how they

3. act, particularly toward subordinates, in a multitude of
situations to change subordinate performance and influence
subordinate behavior. Have you experienced a leader that
“barked’ at subordinates and there was perceived intimidation
due to their behavior? Chances are the leader’s style was
indicative of the organizations perception towards its members.
In essence, if the organization tolerates this abrasive style of
leadership what does that say to its members? The style
approach was extensively researched to explore the actions of
leaders towards their members. According to Northouse (2010)
researchers studying the style approach determined that
leadership is composed of two general kinds of behavior: task
behaviors and relationship behaviors. Task behaviors facilitate
goal accomplishment: They help group members to achieve
objectives whereas relationship behaviors help subordinates feel
comfortable with themselves, each other and with the situation
they find themselves in (2010). Which are you in terms of the
two behaviors? I can admit to being a relationship oriented
leader because I think having a positive relationship with
workers can enhance performance. I have worked for task
oriented leaders in which results were the most important. In
either case your leadership style can directly affect the
performance of your subordinates. As the research on leadership
began to emerge during the human relations movement the Ohio
State and Michigan studies were at the forefront. The
managerial grids developed by Blake & Mouton were also
influential in exploring the relationship between leadership
style and its influence over others. The style approach reminds
leaders that their actions towards others occur on a task level
and a relationship level. In some situations, leaders need to be
more task oriented, whereas in others need leaders who can
show them a great deal of nurturance and support (Northouse,
2010).
Situational Approach
The situational approach focuses on how leaders lead in
different situations and how they can use their skills to match

4. subordinates competencies. This approach to leadership
suggests that understanding situational leadership is best
accomplished by discussing the two underlying principles:
leadership style and subordinates’ level of development. The
leadership approach tells leaders what to do in different
situations and what not to do in other situations. This approach
is widely used in leadership development and training and has
been refined and revised several times (Blanchard, Zigami, &
Nelson, 1993). Effective leaders explore ways in which they can
lead subordinates’ based on their individual needs. For example
perhaps a leader notices a member lacks some of the core
competencies for a particular job during a high profile
assignment. An ineffective leader’s first option would be to
bark at this member for lacking the skills and replace them
immediately. Perhaps the level headed leader would find a way
to assist this worker to learn the desired skills for the position
by changing his/her own style based on the task requirements.
In either case leaders will need to identify which style (task or
relationship oriented) is best for them and apply it to the
leader/member relationship. As you read from the text this week
I encourage you to identify your particular style and ways in
which you can improve internally to assist your subordinates.
References
Blanchard, K., Zigami, D., & Nelson, R. (1993). Situational
leadership after 25 years: A retrospective. Journal of Leadership
Studies, 1(1), 22-36.
Northouse, P.G. (2010). Leadership theory and
practice (5th ed). Thousand Oaks, California: Sage.
Yukl, G. (2006). Leadership in organizations (6th ed.). Upper
Saddle River, New Jersey: Pearson-Prentice Hall.
Discussion 1 Leadership Style
What style of leadership is the most effective in leading an
organization? Is it important to be well-liked, or are results all
that matter? Cite examples that support your conclusions.
Respond to the observations of at least two of your peers for
this post.

5. Discussion 2 A Culture of Ethics
Based on the readings for the week, would you say that Steve
Jobs was an ethical leader? State your rationale. Are you an
Acolyte or a Rejector? Why? Respond to the observations of at
least two of your peers for this post.
THESE DISCUSSIONS NEED TO HAVE SOMEONE
EXPERIENCE WITH GRADUATE LEVEL WRITING TERMS
AND CONCEPTS. IF NOT DON'T BOTHER, ALL
DIRECTIONS MUST BE FOLLOWED.
If we accept the fact that we may need to focus more on
teaching civic responsibility, how can this work with both
"policies and people" in the school where you become
principal?
Ideally, the focus of teaching civic responsibility comes from a
partnership between policies and people. The article “No
Excuses: Eleven Schools and Districts that Make Preparing
Students for Citizenship a Priority and Others Can Do It, Too”
outlines the need for teaching civic responsibilities and how
certain schools are already leading the way. The chart printed
in the article showing the correlation between policies and
people helps me as a future principal focus on ways to
implement policies teaching civic responsibility and the people
required to ensure they are effective.
How will you lead your staff in this part of the curriculum?
I would form a committee of teachers who were passionate
about teaching students civic responsibility and would first
come up with new policies that could be implemented. Having
a committee of teachers would begin the process of having
excellent and enthusiastic leaders share their vision of
teaching. Recognizing as a principal my role in this venture,
and hopefully having creative and dedicated teachers share this
vision of the importance of civil learning would give
opportunities for growth.

6. If we accept the fact that we may need to focus more on
teaching civic responsibility, how can this work with both
"policies and people" in the school where you become
principal?
To be honest, this was a very intriguing article because I myself
never really cared for civics class. Yes, it is important to know
how the government works, but there is so much more to civics.
As a teacher it is our responsibility to prepare our students for
civic life. Students need to learn the skills necessary to become
active and engaged citizens in our future. One way this can be
done in school is an administrator could require each teacher to
incorporate some kind of civic action in class. For example, in
9th grade science students are evaluating human influences on
water quality in North Carolina river basins, wetlands, and tidal
environments. Luckily, I live right by the water. I could
arrange a lesson in which students conduct research and then
come up with a process to make a difference. Maybe it is they
want to have the class meet them at the beach to pick up litter
and teach about the negatives of water/beach pollution. As a
teacher it is up to you to engage your class but the administrator
needs to model this behavior and the expectations to teachers.
The teacher/administrator can work with the students and
community. It could be an entire school working to reach a
goal together. As a school they may be focused on reduce,
reuse, and recycle. There are so many options.
How will you lead your staff in this part of the curriculum?
As an administrator, I will communicate my goal and talk with
my staff about how to reach the goal. I will actively engage my
staff and get them motivated and eager to want to work to attain
the goal. I will make sure to model the behavior and stay aimed
at the goal at hand. If as a staff we want to reduce, reuse, and
recycle we will come up with research and strategies to meet the
goal. We then will take action and reflect.