Keys to successful 21st century educational leadership

1. Keys To Successful 21st
Century
Educational Leadership
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2. Micromanaging
• Destroys and degrades
• Causes employee apathy
• Impeding professional growth
“Micromanaging is based on a lack of faith and
trust in other people.” (Fisher, 2004)

3. Two Types of Micromanagement
• Leaders that think they must keep their hands
on all areas of the organization. They make all
decisions.
• Leaders over their heads in capabilities. They
use subordinates as tools for getting a job
done. They use fear as a motivator and lash
out when expectations are not met.

4. Keys to Determine Levels of
Micromanaging
• Shows how to do a job and specifically tells
what to do
• Devotes a lot of time overseeing projects
• Irritated when not consulted about decisions
• Spends time “in the trenches”
• Prefers to direct staff rather than empower
(Yes answers indicate there may be problems)

5. Genuine Power
• Influence by persuasion not by coercion
• Trusting that the staff is made up of
competent professionals and allowing them to
make decisions
• Offering support and assistance without trying
to control situations

6. Overcoming the Fear Factor
• What causes micromanaging?
(Fear and feeling threatened)
• Must recognize micromanaging as a sign that
leaders are reacting to fears and concerns

7. Seven Professional Development Keys to
Curbing Micromanaging
1. Find a different role for micromanagers
2. Show micromanagers how focusing on
results can get the job done better
3. Clearly define the roles of Educational
Leaders (policies, procedures, and job
descriptions)
4. Invest in continuous professional
development

8. (Seven Keys Continued)
5. Ensure that leaders receive necessary
information
6. Build a strategic plan with goals and
objectives
7. Communicate!

9. Micromanaging is Destructive
• Seven professional development keys are
critical
• They are keys of commitment to future
success
• Needs, goals, and desires need to be
communicated

10. Keys to Rehabilitating
• Traditional strategies need to be replaced
• Must reinstate the importance to education
• Develop new attitudes, beliefs, knowledge,
and skills

11. Professional Development
Must be:
• High quality
• Relevant
• Part of the school improvement plan

12. Keys of Commitment to Professional
Development
Professional Development must be:
• a priority for the school
• a required part of the school improvement
plan
• Research based
• Very practical and useful
• Relevant
• Continuous and sustainable
Copyright © Allyn & Bacon 2007

13. Commitment continued
• Shared by educational leaders
• Allocated the necessary resources
• Creative in developing times and resources for
providing professional development

14. Conditions for Keys to High-Quality
Professional Development
• Must incorporate global issues
• Capitalize on colleges and universities
• Be standard based
• Work in a variety of situations
• Must focus on increasing student achievement
• Should support partnerships with local businesses and
organizations
• Support paid summer internships
• Must support opportunities for educational leaders
• Needs a national focus (such as NBPTS)
• Must incorporate technology

15. Professional Development Can Come from
Faculty Members
• Meaningful professional development can
come from colleagues
• Colleagues can share successful strategies
• They can offer continuous support and
assistance

16. Keys To The Last Call
• High-quality professional development does
not meet all the needs
• Teacher mentoring programs are crucial
• Educational leaders must support and
improve mentoring programs

17. Teacher Mentoring Programs
• Gives beginning teachers support and
guidance form experienced well trained
teachers
• Can help to retain high-quality teachers

18. Key to Selecting Mentors
Mentors must have:
• Excellent communication skills
• Knowledge of the school community
• Positive attitudes
• Professional competence and experience
• The ability to maintain a trusting professional
relationship

19. Keys to Enhancing Training and Support for
Mentors
• Provide relevant professional development
• Provide opportunities for networking with
other mentors

20. Measuring the Effectiveness of Teacher
Mentoring
• Careful documentation is needed
• Programs need to be evaluated with
documentation
• Student achievement can be used to measure
success of a mentoring program