Three Qualities That Groups Expect From Their Leaders

Every group, team, or organization has a leader. That leader has to have certain qualities to be well respected and followed by his or her following. Not only does the leader have qualities and responsibilities to maintain but also the group’s members. Both the leader and individuals in the group must have respect, fear, and honesty among each other to be a productive group.

The new Martin Luther King Pilot School will have a high morale. The teachers will work together cooperatively to ensure that the students reach their full potential of success. A panel of well diverse teachers will serve along side of administrators and principal. The teachers and administrators will work cohesively to sear for a principal that will match the vision of the school. The school will include the parents on the selection of the principal by hosting a town meeting to ensure that the parents voices are heard and their vison of a principal is also shared. The principal shall be an individual who is culturally knowledgeable, diverse, strong, patient, open-minded, possess strong leadership skills. The principal will be able to lead by example.

As a perspective principal, there is a wealth of knowledge to gain from abiding by the guidelines of domain III, which pertains to administrative leadership. Although I was somewhat oblivious to the intricacies of this position, I was eager to develop new perspective in this area of expertise. The amount of coordination it takes for an influential leader to operate a school is fascinating. I am more equipped with a realistic approach to encourage positive change.

Since 1983, American public schools have undergone an unprecedented amount of reform that has placed an enormous burden on the public school system. Today’s principals are living in a world of rapid changes and expectations to improve student

McEwan (2003) describes an effective principal as an individual who communicates and models strong and viable vision based on achievement, character, personal responsibility, and accountability. A plan of action should be communicated to staff members so they can have an understanding of the direction administrators want to take to develop teamwork. Without a plan of action, staff members and support staff would not have guidance to lead them in creating a safe and orderly environment. A safe and orderly environment is a byproduct of a school with a thriving positive culture.

As a principal leads a school to become a professional learning community, the principal must lead the staff to embrace the idea of community. Previous reforms, although increasing the rigor in what was taught and how it was taught, did not build the school around the concept of being a community. However, when

In terms of becoming a mediator and consensus builder the authors detailed the need for principals to possess relational leadership skills in order to be able to both facilitate groups and coach others on staff in the ability to facilitate their own groups, and stressed that the key to this is the ability to effectively participate in conflict resolution (Donaldson, Marnik, Mackenzie, & Ackerman, 2009). The authors suggested that conflict is part and parcel of school reform and that in addition to being able to deal effectively with conflict the successful principal needs to develop the ability for bringing about consensus within the group, noting that interpersonal and intrapersonal skills were as much or more important than knowledge (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

Group leaders behaviors can determine how a group functions, processes, and possesses a therapeutic outcome. It is known personality characteristics of group leaders effects groups tremendously. For example, if a group leader self discloses personal information or experiences to a group, it can help build upon therapeutic relationships with each group member (Shechtman & Toren, 2009). Two characteristics of mine, which I believe make me an effective group leader are being able to identify with group members pain and my sense of humor.

Cultures in newly opened schools, however, are clean slates without this cultural history. With a strategic plan, school principals have the unique opportunity to facilitate a framework for a successful, collaborative and productive school culture. Principals play the primary role in

In a traditional and stagnant educational environment leadership relies heavily on power and control. In this context a primary administrator has the power to assign tasks and monitor progress while also controlling the distribution of positive or negative performance based incentives. When leadership is merely a series of transactions the primary administrator is able to stake claim to independently creating a school mission and appropriate action steps. After conducting my interview it is evident that now, more than ever, educational leaders must avoid these tactics in order to appropriately address organizational challenges. The context and type of challenges within an organization will dictate what alternative strategies will be most

I’ve had quite the learning experience over the last few weeks. I had a chance to obtain valuable information and support from my principal. I learned so much about the administration role and how difficult it can be. When I began my interview, I felt overwhelmed and excited at the same time. My principal is also my mentor; she has been very supportive of me pursuing my dreams to be in administrator. As I conducted my interview I learned so much about the principal’s role. I asked my principal a series of questions. The questions were based on the Interstate School Leadership Licensure Consortium Standards (ISLLC). My first question was based on educational programs. The educational programs at any school need balance. While we live in a test results world, there needs to be a balance of focus. I look at the type of student I want my school to produce and I surround myself with a faculty and other staffs that not only share in the mission, but also will help every student succeed. In addition, as an administrator, I need to provide my faculty and staff with the tools and resources necessary to make everyone feel successful.

The principal’s role in developing positive community relations sets the tone for communication patterns, partnership formation and/or alienation (Fiore, 2013). There are many tasks that the principal has that is important to school and community relations. Some of those are being a good listener, diplomatic and tactful and all situations. They also have to promote the open door policy to be free to communicate with students, parents, and their staff. They also have to inform the superintendent and community about good and bad things that are

The principal must have knowledge and understanding of effective communication strategies when collaborating with staff, educators, and students (O 'Connor & Jackson, 2017). The teacher’s morale is ultimately impacted by the principal 's open-line of communication; therefore, the school environment affects how the principal is perceived by the teachers and staff morale can influence student learning. However, the principal should focus on developing a collaborative relationship among the teachers, which foster new ways of exchanging view points and ideas (Whyte & Karabon, 2016). The principal plays a major role in how effective the vision or goals are followed by subordinates. In other words, how the perception of the principal ethical and values are aligned with the teachers. Hence, collaboration in schools is, the result of teachers and principals working together for the end results, which are student’s high achievement in learning. When the skillful principals and the sagacious educators “walk the talk” effective leadership and the strategic guidance is a must in the collaborative community of succeed.

In Grogan (2013) Bambrick-Santoyo set reality straight because it is quite evident that the principals cannot “serve as instructional leader for more than fifteen teachers,” (Grogan, 2013, p337). Therefore, a principal must know how to “lever” leadership within a school.

Principals play a vital role in setting the direction for successful schools but productive leadership depends heavily on its fit with the social and organizational context in which it is exercised. They (the principals) are the primary catalysts for creating a lasting foundation for learning, for driving school and student performance, and for shaping the long term impact of schools’ improvement efforts.