Leadership Challenge

University of New England

EDU 701

Christine Gialousis

The Scenario

An additional teacher is being hired to join a fourth grade team that prefers to work in isolation.

Principal Williams asked the team of teachers to volunteer their time to be part of the selection committee.

Each teacher was also asked to serve as a mentor for the incoming teacher, again, all declined, citing concerns about the additional time commitment in addition to current responsibilities.

The Scenario

Principal Williams made the decision to have all teachers serve on the selection committee as well as which teacher would assume the mentor role.

The mentor teacher lacks motivation to guide the new teacher and a high level of supervision is needed on behalf of the principal (Green, 2009).

Critical Issues

Culture of isolation and resentment, “closed door teaching”

Intragroup conflict

Teachers’ concerns were not adequately listened to

Ethics, fairness, and trust jeopardized

Critical Issues

The principal used a power struggle approach to make the final decisions. “…in instances where goals are truly incompatible, the leader should seek to determined how the parties have conceptualized the situation and how they really feel about the issues involved.” (Green, 2009, p. 174).

Critical Information Needed:

More in depth knowledge of group dynamic Previously used problem solving strategies

and their effectiveness History of and management conflict Use of communication within the team and

the level of trust that has been built Roles that have been natural taken on by

team members

“The personal needs of the leader and the expectations of members of the organization and the larger culture are major factors that influence role behavior.” (Green, 2009, p. 173)

Models for Use

Normative Model “Using a normative model is schools, a principal would identify

the problem and its causes, analyze it, develop alternatives, evaluate alternatives, select and implement the alternative that seems the most satisfactory, and then evaluate the outcome.” (Green, 2009, p. 138).

With this model, the principal can reflect on the issue and create a prescription for correction

Vroom and Yetton Model The more influence followers have, the more likely they will be to

accept and participate.

Models for Use

The Mixed Scanning Model Flexible “Leaders can make decision and stay within the

realm of the organization’s missions and policies. (Green, 2009, p.141)

Participatory Decision Making Involves stakeholders in the decision making

process which would improve the quality and acceptance of the decision. (Green, 2009, p. 142)

Plan of Action

Principal to reflect on issue and her involvement in the conflict

Meet with each teacher to discuss the issue and engage in participatory discussion (Green, 2009) about progress of mentorship and success. Active listening (Green, 2009) needs to be utilized on behalf of the principal.

Utilize a brainstorm approach with the experienced teachers to create alternate plans of action for the mentorship.

Action Plan cont…

Possible Solutions: Rotation of responsibilities of mentorship – split the

year up into quarters, one quarter for each teacher Ongoing shared responsibilities – for example, one

teacher assumes responsibility for parent communication, one teacher for instruction and assessment, one teacher for logistics of the school, and one for classroom management

Set up a schedule for shared observations allowing the new teacher to observe various teaching styles

What the Research Says…

“When a participatory approach is used, change is made in a manner that allows individuals the opportunity to assist in the change process, they feel valued, take ownership and are willing to assume responsibility” (Green, 2009, p. 210)

“In instances where the goals are truly incompatible, the leader should seek to determine how the parties have conceptualized the situation and how they really feel about the issues involved.” (Green, 2009, p. 174)

Research cont…

“School leaders shape culture by encouraging rituals that celebrate important values.” (Deal & Peterson, 2007, p. 204)

“Trust is the essential link between leader and led.” (Evans, 2007).

“One approach school leaders can use to convey that they care is through effective communication. Listening to individuals allows them to express themselves and share their point of view.” (Green, 2009, p. 177).

Personal Leadership Abilities

Dynamic Supportive good at bring people

together strong-willed, confident,

and determined Treat people with dignity,

respect, and care Goal oriented Successful communicator Seek to reduce conflict(Glanz, 2002)

Virtues Utilized for Success Empathy: understanding

concerns of teachers Enthusiasm: passion for

mentor program and its impact on teaching and learning will be necessary

Humility: acknowledge the grade level teachers and their ongoing additional commitments and efforts

(Glanz, 2002)

ISSLC Standards (Jossy-Bass, 2007)

Standard 1: Effective communication Effective negotiating

skills Vision developed and

with and among stakeholders

Model core beliefs to others

Continuous school improvement

Standard 2: Understanding of school

culture Knowledge of adult learning

needs Staff feels valued and

important Contributions of individuals

are acknowledged Curricular, co-curricular and

extracurricular programs are designed, implemented, evaluated, and refined

ISLLC Standards

Standard 3 Decision making that

enhances learning Trusting people and their

judgments Accepting responsibility Knowledge of learning,

teaching, and student development is used to inform decisions

Problems confronted and solved in a timely manner

Organizational system monitored/modified regularly

Standard 5 Knowledge of professional

codes of ethics Brings ethics to decision

making process Accepts consequences for

upholding principles and actions

Serves as a role model Treats people fairly and with

respect Uses the influence of the office

to enhance educational programs

References

Deal, T. & Peterson, K. (2007). “Eight Roles of Symbolic Leaders”. The Jossey-Bass Reader. Jossey-Bass: San Fransisco

Evans, R. (2007). “The Authentic Leader”. The Jossey-Bass Reader. Jossey-Bass: San Fransisco

Glanz, J. (2002). Finding Your Leadership Style: A Guide for Educators. ASCD: Alexandria

Green, R. (2009). Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards. Pearson: Boston.

Jossey-Bass (2007). “Standards for School Leaders”. The Jossey-Bass Reader. Jossey-Bass: San Fransisco