| Responsibilities |
Associated Practices |
| Affirmation |
- Systematically and fairly recognizes and celebrates accomplishments of teachers and staff
- Systematically and fairly recognizes and celebrates accomplishments of students
- Systematically and fairly acknowledges failures and celebrates accomplishments of the school
|
| Change Agent |
- Consciousily challenges the status quo
- Is comfortable leading change initiatives with uncertain outcomes
- Systematically considers new and better ways of doing things
|
| Communication |
- Is easily accessible to teachers and staff
- Develops effective means for teachers and staff to communicate with one another
- Maintains open and effective lines of communication with teachers and staff
|
| Contingent Rewards |
- Recognizes individuals who excel
- Uses performance vs. seniority as the primary criterion for reward and achievement
- Uses hard work and results as the basis for reward and recognition
|
| Culture |
- Promotes cooperation among teachers and staff
- Promotes a sense of well-being
- Promotes cohesion among teachers and staff
- Develops an understaning of purpose
- Develops a shared vision of what the school could be like
|
| Curriculum, instruction, assessment |
- Is involved with teachers in designing curricular activities and addressing instructional issues in their classrooms
- Is involved with teachers to address assessment issues
|
| Discipline |
- Protects instructional time from disruptions
- Proects/shelters teachers from distractions
|
| Flexibility |
- Is comfortable with major changes in how things are done
- Encourage people to express opinions that may be contray to those held by individuals in positions of authority
- Adapts leadership style to needs
|
| Focus |
- Establishes high, concrete goals and the expectation that all students will meet them
- Establishes high, concrete goals for all curricula, instruction and assessment
- Establishes high, concrete goals for the general functioning of the school
- Keeps everyone's attention focused on established goals
|
| Ideas/Beliefs |
- Holds strong professional ideas and beliefs about schooling, teaching and learning
- Shares ideals and beliefs about schooling, teaching and leraning with teachers, staff, and parents
- Demonstrates behaviors that are consistent with ideals and beliefs
|
| Input |
- Provides opportunities for input from teachers and staff on all important decisions
- Provides opportunities for input for teachers and staff to be involved in policy deveolopment
- Involves the school leadership team in decision making
|
| Intellectual Stimulation |
- Stays informed about current research and theory regarding effective schooling
- Continually exposes teachers and staff to cutting edge ideas about how to be effective
- Ststematically engages teachers and staff in discussions about research and theory
- Continually involves teachers and staff in reading articles and books about effective practice
|
| Knowledge of curriculum, instruction, assessment |
- Is knowledgeable about curriculum and instructional practices
- Is knowledgeable about assessment practices
- Provides conceptual guidelines for teachers regarding effective classroom practice
|
| Monitors/Evaluates |
- Monitors and evaluates the effectiveness of curriculum
- Monitors and evaluates the effectiveness of instruction
- Monitors and evaluates the effectiveness of assessment
|
| Optimizer |
- Inspires teachers and staff to accomplish thing that seem beyond their grasp
- Portrays a positive attitude about the ability of teachers and staff to accomplish substanial things
- Is a driving force behind major inititiatives
|
| Order |
- Provides and enforces clear structures, rules, and procedures for teachers, staff and students
- Establishes routines regarding the running of the school that teachers and staff understand and follow
|
| Outreach |
- Ensures that the school is in compliance with district and state mandates
- Advocates on behalf of the school in the community
- Interacts with parents in ways that enhance their support of their school
- Ensures that the central office is aware of the school's accomplishments
|
| Relationship |
- Remains aware of the personal needs of teachers and staff
- Maintains personal relationships with teachers abd staff
- Is informed about significant personal issues in the lives of teachers and staff
- Acknowledges significant events in the lives of the teachers and staff
|
| Resources |
- Ensures that teachers and staff have necessary materials and equipment
- Enusres that teachers have necessary professional development opportunities that directly enhance their teaching
|
| Situational Awareness |
- Is aware of informal groups and relationships among teachers and staff
- Is aware of issues in the school that have not surfaced but could create discord
- Can predict what could go wrong from day to day
|
| Visibility |
- Makes systematic and frequent visits to classrooms
- Is highly visible around the school
- Has frequent contact with students
|
