Group Membership Fixed and exclusive. Dynamic Educational Leadership Teams: From Mine to Ours provides school and district level leaders with research-based, practical guidelines that they can use to create high-performing school- and district-level leadership teams. At the beginning, newcomers often will be anxious about their role in the group. In the example at the beginning of this chapter, even though the team was composed of all of the official school district leaders, they did not possess the necessary level of knowledge or skills related to technology. However, if the team does not focus on the results of their actions, they cannot know the impact caused by those actions. In addition, they have confidence that their respective vulnerabilities, including weaknesses, skill deficiencies, interpersonal shortcomings, mistakes, and requests for help, will not be used against them in the future. Additionally, the team leader must intervene when any member of the group displays behaviors that ridicule or reject the open behaviors of others.
Lastly, team leaders must hold themselves to the same standards of accountability as everyone else. Dynamic Educational Leadership Teams: From Mine to Ours provides school and district level leaders with research-based, practical guidelines that they can use to create high-performing school- and district-level leadership teams. Being humble is the path that will inspire trust among leadership team members. Sergiovanni, Lillian Radford Professor of Education, Trinity University, San Antonio, Texas Read more. This is an easy read and descriptive. A technology teacher, a computer technician, and a parent employed as an information systems manager for a major company were targeted.
When a conflict is avoided in one setting, it tends to arise again in a future setting. Group members focus their attention and effort on strategy and politics, not the task at hand. The third decision-making option is the pursuit of consensus. To develop their common and compelling purpose, this leadership team progressed through a series of structured activities. Leadership team meetings may or may not occur on a regular basis, but typically are as infrequent as possible. This includes making, keeping, and answering for personal commitments. After the break, she reviewed the goal statement with the team to make sure it accurately stated their desired outcome.
Olson, one of the elementary school principals. . Sampson that based on her reaction she was not purposefully disregarding the new procedures. However, adding the dimension of mutual accountability threatens the simplicity and security of individual control and consequence management. This core group of four to six members remains in place as the leadership team for all meetings and activities.
The answer to this question is a clear and resounding yes. Either way, there was a meaningful task the group needed to accomplish. Immediately upon entering his office he is confronted with a significant number of issues that require his immediate attention. As steps in the action plans are completed, they can be marked off. However, few know how to build a real working team within the school district, at least not the type that Matthew Jennings, superintendent of the Alexandria Township, N. Without trust, team members will be evasive and possibly even dishonest with one another in their communications.
Teams that avoid conflict waste time because they tend to revisit issues repeatedly without ever coming to resolution. Thus, they are able to shift their attention and energy from getting acquainted to working on the task. However, these principals gently but firmly continued holding the expectation that their staff members would follow this new format. During these meetings, team members exhibit agreed-upon behaviors. If the team either does not know or denies the truth surrounding their circumstances, the goal they select will likely be focused on the wrong targets. When she begins to speak, everyone, including the principal, becomes visibly frustrated. Of particular concern was the problem of each school applying district policies and initiatives in very different ways.
For conflict to be managed positively, at a minimum, team members need to learn how to disagree skillfully and engage in rational argumentation. This time spent together allows interpersonal relationships to mature and develop. For example, when school-related issues are discussed, individuals experienced working with students that have disabilities or limited English proficiency may raise concerns that otherwise may not have been considered. Team members may resist being honest if they believe the evaluation will be used for more than feedback or team development Lawler, 2000. The team encourages this behavior by establishing and enforcing a few basic guidelines. By working around or isolating the individual, the team is in effect dismissing that person from the team. Thus, if we want to create leadership teams that achieve the desired results, team leaders may need to make informed yet difficult choices.
Sampson immediately summons each committee chair to his office for an explanation. Productive conflict results in issues being discussed thoroughly. High-performing leadership teams emerge with adherence to Matthew Jennings's set of simple behavioral principles, which he teaches through a sequence of interactive activities on subjects ranging from promoting productive conflict to demanding mutual and individual accountability. When they met, their goals were to coordinate curriculum and instruction, parent communication, and behavior management strategies. If, however, you have established trust within your leadership team and want to take your team to the next level, this book is the one your team needs to read. He does not want to become the subject of these postmeeting critiques, so he does his best to avoid taking any risks during the meetings. The group leader must avoid publicly placing blame on any team members, but must make it clear that results matter.
She just did not see the connection between the assigned tasks and the purpose for the leadership team. This must be done in a way that is not perceived as the leader being overly specific or controlling about the purpose, goals, and approach. In reality the laughter, resulting from the creativity of excuses, only helps Jason temporarily deal with his true feelings of despair and dread about having to attend this meeting. Lastly, productive conflict in which group members believe their ideas have been thoughtfully and genuinely considered will result in increased member commitment to the implementation of decisions. The ability to form opinions and supporting rationale prior to a meeting will typically lead to a higher-quality discussion on any issue.
In their respective roles, each of these colleagues demonstrates the ability to competently perform his or her responsibilities. Coupled with this common, compelling purpose is the belief that individuals are accountable for their actions as well as the actions of the others on their team. They have taken the time to both review the available demographic information and ensure shared understanding of the nature of the issue. Franklin, the assistant principal in charge of discipline, clearly had ambitions to be a high school principal. The advantage of these additions is the new skills, knowledge, and perspectives these team members bring with them. Also, while there is a core group of leadership team members, others will be added to the team on a temporary basis if their expertise is necessary for task completion. Embracing reality begins with team members having the courage to acknowledge the facts regarding their current situation, no matter how unpleasant those facts may seem.