This document outlines four core practices of effective leadership: setting direction, developing people, redesigning the organization, and managing the instructional program. It discusses specific actions under each practice such as building a shared vision, fostering group goals, and providing individual support. The document emphasizes that successful leaders engage in practices to improve teachers' abilities, motivations, and work settings simultaneously. Leaders must possess cognitive and affective qualities to apply these practices appropriately based on context.

1. A Power Point Presentation by:
Ms. MARCIA B. BUHUNGAN
DTE Student

2. CONTENTS
I. Introduction to Core Practices
II. Discussion
A. Setting Directions
B. Developing People
C. Redesigning the Organization
D. Managing Instruction (Teaching & Learning)
Programme
III. Conclusion

3. The implications for leadership practice of this account of
workplace performance are twofold.
First, leaders will need to engage in practices with the
potential to improve all elements in the formula –
teachers’ and other staff members’ abilities, motivations
and the work settings.
Second, leaders will need to engage in those practices more
or less simultaneously. The overall function of successful
leaders is to improve the condition of all three variables.
To be successful, therefore, requires leaders to be in
possession of a range of cognitive and affective qualities,
strategies and skills

4. A. SETTING DIRECTIONS
1. Building a Shared Vision
 A fundamental task in transformational and
charismatic leadership
 One of the 8 core tasks for senior leaders
 A key mechanism for achieving integration and
alignment of activities within the organization
 Establishment of core values
*Core values specify means by which the vision
is to be accomplished

5. A. SETTING DIRECTIONS
2. Fostering the Acceptance of Group
Goals
 Actions need agreement from the group to fulfil
vision
 Individual member include the organization’s goal
among their own
 Aimed at promoting cooperation and working
together toward a common goal
 Manifested in strategic and improvement
processes

6. A. SETTING DIRECTIONS
3. High Performance Expectations
 High performance expectations do not define the
substance of organizational goals.
 They demonstrate the leader’s values, expectations
of excellence, quality and/or high performance in
the achievement of goals.
 A central behaviour in virtually all conceptions of
transformational and charismatic leadership
A. SETTING DIRECTIONS

7. B. DEVELOPING PEOPLE
1. Providing Individualized Support/
Consideration
 Know your followers’ needs and raise them to
more mature levels.
 Use delegation to provide opportunities for them
to self- actualize and to attain higher standards of
moral development.
 Provide emotional understanding and support
 “supporting, recognizing and rewarding”
managerial behaviours

8. B. DEVELOPING PEOPLE
2. Intellectual Stimulation
Behaviours involved:
encouraging colleagues to take intellectual risks
re-examining assumptions
looking at their work from different perspectives
rethinking how it can be performed
This is where the leader’s role in professional
development is found to be key.

9. B. DEVELOPING PEOPLE
3. Providing an Appropriate Model
This category entails “leading by example”
Set of practices:
transparency in decision making, confidence, optimism,
hope, resilience, consistency between words and deeds
Encompasses Bass’ “idealized influence”
 leaders set an example for employees to follow that is
consistent with the values of the leader espouses

10.  There’s little to be gained by increasing people’s
motivation & capacity if working conditions will not
allow their effective application.
 Situation is a fourth source of motivation (Bandura)
 People are motivated when the environment is conducive
 Three practices in establishing the working conditions:
 building collaborative cultures
 restructuring
 building productive relationships w/ families & communities
C. REDESIGNING THE
ORGANIZATION

11. C. REDESIGNING THE
ORGANIZATION
1. Building Collaborative Cultures
 Leaders contribute to the productive collaborative
activity in their schools by being skilled coveners of
that work.
 They nurture mutual respect and trust by:
 being trustworthy
 ensuring the shared determination of group processes
and outcomes
 developing clarity about goals and roles for
collaboration

12. 1. Building Collaborative Cultures
 They nurture mutual respect and trust by:
 encouraging willingness to compromise among
collaborators
 fostering open and fluent communication among
collaborators
 providing adequate and consistent resources
C. REDESIGNING THE
ORGANIZATION

13. C. REDESIGNING THE
ORGANIZATION
2. Restructuring
A function or behaviour common to virtually all
conceptions of management and leadership practice
A key mediator of leaders’ effects on students
Includes distributing leadership for selected tasks and
increasing teacher involvement in decision making

14. C. REDESIGNING THE
ORGANIZATION
3. Building productive relationships with
families and communities
 Shifting the attention of schools staffs from an
exclusively inside-the-school focus to this practice was
identified during the 1990s as the biggest change in
expectations for those in formal school leadership roles
A core practice needed for improving schools in
challenging circumstances

15. C. REDESIGNING THE
ORGANIZATION
4. Connecting the School to its’ Wider
Environment
Meetings, informal conversations, phone calls, email
exchanges and internet searches
External support can be a productive response to
schools engaged school improvement projects
“Networking”, one of eleven critical managerial
practices

16. D. MANAGING THE
INSTRUCTIONAL PROGRAMME
1. Staffing the Programme
 A key function of leaders engaged in school
improvement
Goal: Finding teachers with the interest and capacity to
further the school’s efforts
 Recruiting and retaining staff is a primary task
leading schools in challenging circumstances

17. 2. Providing Instructional (Teaching &
Learning) Support
Supervising and evaluating instruction
Coordinating the curriculum
Providing resources in support of curriculum,
instruction and assessment activity
Controlling behaviour, boosting self esteem and talking &
listening to pupils
Urging pupils & teachers to place a strong emphasis
on pupil achievement
D. MANAGING THE
INSTRUCTIONAL PROGRAMME

18. 3. Monitoring School Activity
 Monitoring student progress
 Monitoring operations and environment
 Tracking student progress is a key task for leaders of
schools in challenging circumstances
D. MANAGING THE
INSTRUCTIONAL PROGRAMME

19. 4. Buffering Staff from Distractions to
their Work
 Prevent staff from drifting with agreed goals
 Acknowledge the open nature of schools & the
constant bombardment of staff with expectations
from parents, the media, the government, etc
“Internal buffering”
D. MANAGING THE
INSTRUCTIONAL PROGRAMME

20. CONCLUSION
These are the leadership practices which serve as guide to
effective leadership. They may not be applicable all the
time, but each have its own use in the most appropriate
context. It is the application that must be sensitive
to values and context, not the core practices themselves.
The core practices provide a powerful source of
guidance for practising leaders, as well as a
framework for their initial and
continuing development.