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SISEP eNotesNotes, News and Discussion from the |
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August 2014 Leadership that CountsLeadership that counts makes a difference on purpose. In high performing organizations, functional leadership is not just the purview of people in leadership positions, it is spread throughout the organization. Everyone exercises leadership in one domain or another. Researchers who study leadership define it as ‘managing on behalf of others and solving problems’ (Hall; 2011, Senge, 2006, Marzano, et al:2005). Leaders convey the vision of WHAT needs to be done — they arrange WHO does WHAT, they structure HOW roles are linked to functions, and they are clear about the desired OUTCOMES. In education, leadership makes a difference by providing high levels of support for educators so they can meet the increasing expectations for student learning. Leadership assures an emphasis on effective instructional practices and adequate support for teachers and staff (e.g., via training and coaching). Leaders assure organizational processes are conducive for both effective instruction and effective teacher supports. Leadership that counts makes use of data to inform decision-making. Without data it is too easy to give up on change and return to familiar and comfortable ways of work when faced with the complexities inherent in change (e.g., feelings of loss and betrayal; feeling overwhelmed by the accumulation of unresolved issues). With data, leadership can fix the problem, not the blame. All said, in education, effective leadership assures clear goals and effective supports are in place for teacher instruction of students.
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