Standard 7: Micro-Political Leadership
Principals will build systems and relationships that utilize the staff’s diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence in order to realize the school’s vision for success. The principal will also creatively employ an awareness of staff’s professional needs, issues, and interests to build cohesion and to facilitate distributed governance and shared decision-making.
Principals will build systems and relationships that utilize the staff’s diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence in order to realize the school’s vision for success. The principal will also creatively employ an awareness of staff’s professional needs, issues, and interests to build cohesion and to facilitate distributed governance and shared decision-making.
Relationships--a seemingly simple word, but a crucial element in impacting school culture and connectedness of the schools' staff to the shared vision that we foster as school administrators! At West Greene, we leverage the talents of our teacher/staff leaders and their influence amongst our team of employees. Thus, when implementing school initiatives, it is key to identify the following about the people resources we have in our building
- Who might be receptive to the cause?
- What is their level of expertise?
- How we can utilize their talent to promote buy-in?
Element 7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to influence the school's identity, culture and performance.
In preparation for EOG testing, our third grade PLTs coordinated an EOG Olympics to motivate students as they receive remediation in Reading and Math. The competition compels students do their best to win the GOLD! Meanwhile, our teachers can strategically place students with the remediation group that will best impact their learning as they review for EOGs.
During the EOG Olympics, students have the opportunity to compete against their peers to help their team (homeroom) come out on top. During the opening ceremony, students celebrated the country that they represent (Mexico, Canada or US) and cheered their teachers on as they introduced the events. Facilitating remediation groups across a grade level allows teachers the opportunity to place students with teachers who excel with specific instructional practices or content areas. Leveraging teacher talents in this way allows teachers to impact student achievement while doing something that they excel at. It creates a win-win for all stakeholders. The artifact to the right is a picture of our students displaying their country's banner at the EOG Olympics Opening Ceremony. |
Key in starting new initiatives is building the right team! West Greene will begin to implement PBIS (Positive Behavioral Interventions & Supports). As such, a team was chosen to attend PBIS training. In deciding who would be on the committee, it was important to pick people who would be receptive to the initiative and are skilled at conveying a message. Our administration, supported by our team of two teachers and our school counselor, will lead the cause.
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