Republic of the Philippines

Sorsogon State College

SCHOOL OF GRADUATE STUDIES
Sorsogon City
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Student : Rene C. Barola
EdDLM Student
Subject : Qualitative Research Methods
Topic : Conversation Analysis and Discourse Analysis
Professor : Sherill A. Gilbas,Ph.D.
Days : Saturdays
Time : 5:00-8:00 P.M.
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Unusual Leadership Practices of School Principals in Donsol West 1 District

Rene C. Barola
Doctor of Education Student
School of Graduate Studies
Sorsogon State College
rainherrera0777@gmail.com

Abstract

School principals as organizational leaders are the foundation of school success. The purpose of
this qualitative study was to determine the unusual leadership practices of school principals in
Donsol West I District, the possible effects of the revealed unusual leadership practices of school
principals to the work environment and possible material that can be designed on the unusual
leadership practices of school principals. The study was anchored on the Five Leadership Practices
Model by James Kouzes and Barry Posner. Three elementary school principals from Donsol West I
District were selected as participants. Individual interview was done. Collectively, the three school
principals underwent a focus group discussion to validate their responses to the study. The data were
collected from semi-structured interviews. For the data analysis, the study relied on grounded theory
approach. The findings revealed that the school principals possessed different unusual leadership
practices such as knowledge synthesizers, visioning and goal setting, building a positive school culture,
providing framework of support to teachers and students to improve learning outcomes, developing
leadership qualities in others, managing school resources and operations and continuing instructional
and organizational improvement. Moreover, different unusual leadership practices contribute to school
performance. The conclusions of the study and recommendations are also discussed.

Keywords: leadership, school leadership, school principals, unusual leadership practices

INTRODUCTION
School principals as organizational leaders are the foundation of school success. Leaders must be
able to direct the energies of teachers, students, and parents to achieve educational outcomes. In the
Philippine educational system, principals as school heads employ leadership practices to achieve school
success. Leadership practices determine whether an school organization will achieve its goals and also
satisfy the needs of its personnel and learners.
Leadership practices of school principals tell the school organization’s effectiveness and efficiency.
High-performing and improved schools are products of leadership practices of principals. The United States
of America former Secretary of Education Arne Duncan acknowledged the importance of school principals
in a July 2009 speech stating, “Great principals lead talented instructional teams that drive student
performance and close achievement gaps” [U.S. Department of Education, 2009].
Owen, Culbertson, and Mink [2019], define leadership practice as “the overall competence of a
manager or supervisor at achieving superior performance through others”. Literature also suggests that the
principal can affect the school climate, which has been defined and described in a variety of ways. Clifford,
Menon, Gangi, Condon, and Hornung (2012) define climate as “the quality and the characteristics of school
life, which includes the availability of supports for teaching and learning. It includes goals, values,
interpersonal relationships, formal organizational structures, and organizational practices”.
In the article of Irving [2015], on 9 Effective Leadership Practices, he discloses the good and
effective 9 core leadership practices. Cluster One is about Beginning with Authentic Leaders with Practices
namely: Practice 1: Modeling what Matters, Practice 2: Engaging in Honest Self-Evaluation, Practice 3:
Fostering Collaboration. For Cluster Two,it centers on Understanding the Priority of People. Practices done
are: Practice 4: Valuing and Appreciating, Practice 5: Creating a Place for Individuality and Practice 6:
Understanding Relational Skills.
Cluster Three talks about Helping Followers Navigate toward Effectiveness. The practices involve are:
Practice 7: Communicating with Clarity, Practice 8: Supporting and Resourcing and Practice 9: Providing
Accountability.
Papa [2017] on her article Active Leadership Skills mentions that Leadership must be an active
role of the organization in order to achieve organizational excellence. Leadership is the ability to influence
others, not just an official title. Leaders need to earn respect, trust and loyalty from their followers. The
leadership established in the organization must possess strong leadership skills such as communication
skills, decision-making skills, conflict-resolution skills, people skills and the ability to create a vision.
To Finch [2019], leaders are able to influence and guide people under them, so an organization can
become more effective in achieving its goals. Styles of leadership are affected by external factors, such as
the organizational environment, demographics, staff characteristics, resources, economic and political
factors, technology and the culture of the organization.
Bumpres [2017], an organization cannot run without implementing organizational responsibilities.
Organizational responsibilities take a balanced approach to ensuring the organization runs efficiently and
benefits the most people at all times. Any organization in effect represents rationally ordered instruments
for the achievement of stated goals. Protocol for organizational responsibility varies by the individual
organization but generally follows a uniformed guideline. This is can be based on the type of organization
and the manner in which it functions.
In view of these, it is evident that effective and successful schools are associated with the leadership
practices of school principals. It is needed to identify the successful and effective leadership practices of
school principals. The researcher, therefore, intended to identify the leadership practices of school
principals of elementary schools headed by principals at Donsol West 1 District.
OBJECTIVES OF THE STUDY
This study delved on the unusual leadership practices of school principals in Donsol West 1 District
at Donsol, Sorsogon, School Year 2019-2020. The primary aim of this study is to contribute to the
knowledge and understanding of successful unusual leadership practices of elementary school principals in
the identified district. This determined the unusual leadership practices of school principals in Donsol
West I District, pointed out the possible effects of the revealed unusual leadership practices of school
principals to the work environment and made a possible material can be designed on the unusual
leadership practices of school principals?
MATERIALS AND METHODS
The researcher sought to determine the unusual leadership practices of school principals, its
possible effects to the work environment and the material that can be designed on the unusual leadership
practices of school principals.
Participants
This paper involved the three elementary school principals of Donsol West I District. They were
invited to participate in the study, and remained for the duration of the project. They were composed of one
central school principal which has a position of Principal II and two non-central school principal I. The
central school principal came from Donsol West Central School while the two non-central principals were
from Dancalan Elementary School and Gimagaan Elementary School. There were only three school
principals in Donsol West I District.These school principals have unique unusual leadership practices. They
were individually interviewed about the unusual leadership practices of school principals in Donsol West I
District and on the possible effects of the revealed unusual leadership practices of school principals to the
work environment. Focus group interview after the individual interview was done to validate and compare
the responses given by each of the three participants of the study. Semi-structured interview was used in
order to generate more valid data.
Data Analysis
For the purposes of this research, a qualitative research method was utilized. Creswell [2012] noted
that “qualitative research is best suited to address a research problem in which you do not know the variables
and need to explore”. Grounded theory was used as the qualitative research method. It is not predictive
about outcomes. Grounded theory is a highly formalized approach that accounts for the significant
information in the data as it emerges in the respective relationships [Strauss & Corbin, 1990]. Constant
comparison juxtaposes codes and categories for similar themes and eventually subsuming the data into
more abstract categories and then into theory [Backman & Kyngas, 1999; Glaser, 1978; 2002]. The core
category, according to grounded theory, emerges in a similar comparative, non-linear, and analytical
process [Glaser, 2002; Stern, 1980].
Specific unusual leadership practices of school principals in Donsol West I District and the possible
effects of the revealed unusual leadership practices of school principals to the work environment are in need
of further exploration, therefore, a qualitative method of research best fit this project.
Theoretical Framework.
This study was anchored on the Five Leadership Practices Model by James Kouzes and Barry
Posner [2002]. According to this model, there are five leadership practices. These leadership practices are:
1. Model the Way, 2.Inspire a Shared Vision, 3. Challenge the Process,4. Enabling Others to Act and 5.
Encourage the Heart.
Model the way set the example by behaving in ways that reflect the shared values. It achieves small
wins that build confidence, commitment and consistent progress. The leader sets an example. Define the
shared behavioral standards and then exemplify them. Kouzes and Posner also believe it is essential to
achieve some small wins to build momentum.
Inspiring a shared vision means that a leader envisions an uplifting, exciting, meaningful future.
Enlist others in a common vision by appealing to their values, interests, hopes and dreams. Leaders
should begin work on their vision before enlisting others to refine it and make it theirs. Emphasis on
visualization and the use of powerful evocative language to capture the vision to inspire others.
Challenge the process is about searching out challenging opportunities to change, grow, innovate
and improve. Here, a leader experiments, takes risks and learns from any mistakes. The leader is an
agent for change - questioning, challenging and seeking new ideas. Taking risks, experimenting, learning
from and allowing for mistakes. Importantly, encouraging new ideas to flourish.
Enabling others to act denotes fostering collaboration by promoting cooperative goals and building
trust. Strengthening people's ability by delegating power, developing their competence and offering visible
support.Building a spirit of trust and collaboration. Encouraging people to share information. Kouzes and
Posner believe that leaders must disclose what they believe and care about and, when necessary, show some
vulnerability. This also entails delegating power, believing in others, and investing in followers' training
and education.
Encourage the heart though recognizing the individual contributions to the success of the project.
Celebrate team accomplishments regularly and praise them.
RESULTS AND DISCUSSION
1. Unusual Leadership Practices of School Principals in Donsol West 1 District
The unusual leadership practices of the school principals in Donsol West 1 District include the
following:
Knowledge Synthesizers. School principals use intellectual ability in leading the school
organization. Through intellectual ability, the principals are able to lead the school correctly. They are able
to understand past events, present situations and are able to create an achievable vision of the future of the
school. Self –awareness of strengths and weakness are determined personally and professionally.
Weaknesses are to be addressed and strengths are enhanced or sustained. Integrity.A Principal said:“Keep
your knowledge and skills up to date. Be a lifelong learner”.
Visioning and Goal Setting.
Vision comes as a principal begins working. When a principal sees a problem, he begins to think
for ways to solve it. This is about turning their schools into a “model, performing or contributing school”
even though it appeared that the visions expressed were more of a personal desire than an organizational
vision as is evident from the following response: “I had no clear vision but I had thought to make it a model
school. I did not have clearly stated vision. I believed that with the support from the stake holders, a school
can be developed.” They also understand vision and goals as synonymous. To them, increasing the number
of learners attending school is also a main vision.
 Building a Positive School Culture
Principals viewed school as a place which has friendly atmosphere. It is “like a closely knitted
family.” Teachers and students could share their concerns openly with them, which helped them understand
the needs of their teachers and students. To principals, collegial psychological and emotional school
environment is considered as “the key for improvement and progress” which are contributory to more
effective delivery of the teaching-learning process or the curriculum. Principals believed that there must be
appreciation, positive attitudes, and respect which are integral to collegial relationships, team work,
collaboration, ethical behavior and transparency.
Providing framework of support to Teachers and Students to Improve Learning Outcomes
They said that principals must create a friendly and conducive physical, emotional and
psychological school environment for teachers so that they feel motivated to work. Once teachers are
motivated, they know what they should do and what are their responsibilities. Even principals are not
around; every teacher personally keeps working smoothly because principals created an environment
favorable to them.
Developing Leadership Qualities in Others
The principals are aware of the need to develop leadership qualities among their teachers in order
to run their schools more successfully. As stated by one participant from the elementary school: “Principal
cannot do everything alone. As a school head, principal should be able to delegate his works to teachers
and staff by taking them into confidence. Principal should be able to get works done from others” They do
this by assigning subject area and special programs, projects and activities coordinators. These coordinator
ship helped teachers in developing their leadership qualities. Designation to every teacher are given which
specified their specific roles and responsibilities. Teachers are also able to worked with external
stakeholders which are good in securing support and
Resources needed by the school. This also helped in building school cohesiveness among school
personnel and the stakeholders.
Managing School Resources and Operations
Improving the poor physical facilities, they inherited at their schools. They pointed out the pivotal
role of maintaining transparency, integrity and academic quality in gaining trust and support from the
community. They all acknowledged the generous support they had received from the community for
building their new infrastructure and for their overall success. They also apply creativity and innovativeness
in school programs, projects and activities.
Continuing Instructional and Organizational Improvement
Principals develop plans to pursue goals anchored in their vision for the school, (b) maintains a
clear and sustained focus on promoting improved academic performance, (c) devotes continuing attention
to improving school facilities, (d) restructures the organization of the school, (e) develops activities and
initiatives related to improving school culture, especially with regard to managing challenges, bottlenecks,
barriers and conflicts, (f) promotes school identity or branding ,personnel and community cohesiveness and
encourages rapport and teamwork, (g) places greater focus on communication to stakeholders, and (h)
initiates and implements and sustains activities to develop networks in order to link the school to its wider
environment beneficial to its existence and purposes.
2.The Possible Effects of the Revealed Unusual Leadership Practices of School Principals to
the Work Environment.
Since the study was focused on leadership practices, possible effects arising from the unusual
leadership practices of school principals are important to note. This include the following:

Unusual Leadership practices build trust and confidence to school administration.

As knowledge synthesizers, school principals are able to lead school efficiently and effectively.
They are able provide correct solutions to problems at hand. Because of these, school personnel usually
with fourteen to nineteen teachers were able to trust and build their confidence to their school principals.
With this, smooth working relationships are evident. Leaders in high-performing schools develop good
interpersonal relationship with the teachers. They involve them in decision-making resulting in building
trust and confidence among themselves. One is through shared decision-making. Another is by recognizing
teachers and students’ contributions.
 Unusual Leadership Practices Hasten Visioning and Goal Setting
The unusual leadership practices hasten the work of school principals in making visions and in goal
setting. For a principal to be successful, they must have a vision of what they want the school to accomplish.
A vision is a compelling picture of the future that inspires commitment, and provides purpose, meaning,
and significance to the work of the school. It provides guidance and direction for the school, staff, students,
and administration. A clear vision allows the principal to focus on the most important issues, and prioritize
what is essential to the academic development of the school. Successful principals passionately believe they
can make a difference. They envision the future, creating an ideal image of what their school can become,
and enlist others in their effort. They are able to inspire their staff to work and strive for a common goal.
To enlist support for a school vision, the principal must know everyone’s dreams, hopes, aspirations, and
values. The staff, students, and parents have to believe the principal has their best interests at heart. The
leadership practice of Inspiring a Shared Vision is consistent with principals setting ambitious goals and
possessing a vision that all children will do well. It is their personal conviction, confidence and belief in the
vision that keeps them focused and sustains them.
Unusual Leadership Practices help in Building a Positive School Culture
Unusual Leadership Practices help in Building a positive culture. This is another effect to the work
environment which favors monitoring the external environment envisioning the change, encouraging
innovation and creativity, taking risks and facilitating collective learning. Cotton (2003) noted that
involving the staff in decision making had the greatest impact on teacher morale and students’ achievement.
Unusual Leadership Practices Improve School Learning Outcomes.
According to the principals, unusual school leadership practices help them improve school
learning outcomes. One of the three principals claimed: “Actually, a school needs a good principal with
leadership practices to check teachers’ and students’ performance regularly... this act assists schools to
succeed in the long run.” Another principal shared: “I keep observing things personally ... if I find any
deficiency and difficulty; I call the concerned teacher to the office and try to guide him”. In like manner,
the principal from another school had organized a committee as a practice for evaluating and monitoring
the progress of students, completion of competencies and other school-related matters.
Unusual Leadership Practices Develops Collaboration, Team work and Cohesive School
Culture.
The principals need to foster collaboration, build spirited teams, and actively involve everyone in
academic initiatives. The successful principal understands that mutual respect makes a successful school,
and strives to create an atmosphere of trust and dignity. They enable others by making each person feel
capable and more powerful. Effective principals understand that their staff has to have the freedom to grow
and achieve their full potential. Teachers need to know they can be themselves and that diverse points of
view are acceptable. Successful principals provide the focus, parameters, and support required to help
teachers function more effectively.
Unusual Leadership Practices Manage School Resources and Operations
Unusual Leadership Practices Encourage Greater Involvement of School and Support of
Community Members. Greater support and more partnership between the schools headed by the school
principals and the different stakeholders are achieved which demonstrated better school performance and
extended special support to different school programs, projects and activities. Funding of school programs,
projects and activities which is a major challenge to schools has been solved because of the unusual
leadership practices. It is highly unlikely for a school to maintain education quality in the chronic absence
of necessary resources. Besides providing funding for basic infrastructure and directly support instructional
management in order to improve education quality and student learning.
Leadership Practices Sustains Continuing Instructional and Organizational Improvement
They ensure teachers are given the opportunity for professional development by scheduling
workshops and allowing teachers to attend professional conferences. They allow teachers to experiment
and take risks in planning, preparing and delivering instruction. They establish and maintain a collaborative
school culture, where teachers work together to brainstorm, analyze and solve problems. Effective
principals enable others to act by including teachers in the decision making process as much as possible.
3. Possible Material that can be designed on the Unusual Leadership Practices of School Principals.
As main output of this study, a material can be designed on the unusual leadership practices of
school principals. This comes in a form of a mini-book. The mini-book contains the unusual leadership
practices of school principals, and its possible effects. The table below presents the main features of the
mini-book.
Table 1.
Possible Material that can be designed on the Unusual Leadership Practices of School Principals.
Mini-Book the Unusual Leadership Practices of School Principals, and Its Possible Effects.
Objectives Unusual Leadership Practices Possible Effects

1.Give the Unusual 1.Knowledge synthesizers, 1. Builds trust and confidence to school
Leadership Practices of 2. Visioning and goal setting administration.
School Principals 3. Building a positive school 2. Hastens Visioning and Goal Setting
culture, 3.Helps in Building a Positive School
2.Cite the Possible 4.Providing framework of support Culture
Effects of revealed to teachers and students to improve 4.Improves Learning outcomes
Unusual Leadership learning outcomes, 5. Develops Collaboration, Team work
Practices of School 5.Developing leadership qualities and Cohesive School Culture.
principals in others, 6.Encourages Greater Involvement of
6. Managing school resources and School and Support of Community
operations Members
7.Continuing instructional and 7. Sustains Continuing Instructional and
organizational improvement Organizational Improvement

CONCLUSIONS AND RECOMMENDATIONS

This study contributes to the current literature on school leadership in the context of unusual
leadership practices of school principals and concludes that the unusual leadership practices of school
principals are knowledge synthesizers, visioning and goal setting, building a positive school culture,
providing framework of support to teachers and students to improve learning outcomes, developing
leadership qualities in others, managing school resources and operations and continuing instructional and
organizational improvement The findings of this study provide some important implications for leadership
practices of school principals as well as the different school heads categorized as head teachers and teachers-
in-charge in Donsol West I District regarding school leadership practices. It could help them come up more
leadership practices beneficial to school work environment. In addition, the current school administrators
and principals may also use the findings of this study to improve their school leadership practices. Future
researchers are recommended to conduct qualitative studies in different settings by including a large sample
size. Moreover, students and parents could also be included in future to get more in-depth and better
understanding of the phenomenon under study.
REFERENCES
Books
Cotton, K. (2003). Principals and student achievement: What the research says

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing
grounded theory. (3rd ed.). Thousand Oaks, CA: SAGE.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (4th ed.). Boston, MA: Pearson

Online Resources
Bouchamma,Y. (2012).Leadership Practices in Effective Schools in Disadvantaged Areas of Canada.
Retrievedfromhttps://www.hindawi.com/journals/edri/2012/712149/?utm_source=google&utm_
medium=cpc&utm_campaign=HDW_MRKT_GBL_SUB_ADWO_PAI_DYNA_JOUR_X&gcli
d=Cj0KCQiA2b7uBRDsARIsAEE9XpGOh6QblD4DSqgLeMw9JTzRZPwdwdS12B2cYmqjWF
ZTj1YORgrY3P0aAghUEALw_wcB
Bumpres, B.(2017) Organizational Responsibilities.Retrieved from https://bizfluent.com/info-8583473-
external-factors-affecting-leadership.html
 Owen, K., Culbertson, R., & Mink, O., (2019). Winning Leadership Practices: A Process for Achieving
Sustainable High Performance. Somerset Consulting Group Austin, Texas Retrieved from
admin@somersetcg.com/www.somwersetcg.com.

Clifford, M., Menon, R., Gangi, T., Condon, C., & Hornung, K. (2012). Measuring school climate for
gauging principal performance: A review of the validity and reliability of publicly accessible
measures.Retrievedfrom:http://www.air.org/sites/default/files/downloads/report/school_climate2_0
.pdf

Finch, C.(2019). External Factors Affecting Leadership.Retrieved from https://bizfluent.com/info-

8583473-external-factors-affecting-leadership.html

Irving,J.(2015)9EffectiveLeadershipPractices.Retrievedfromhttps://purposeinleadership.com/2015/05/03/
9-effective-leadership-practices/

Kouzes, J.M. & Posner, B. (2002). “The Leadership Practices Inventory: Theory and Evidence behind the
Five Practices of Exemplary Leaders.”. Retrieved from: www.leadershipchallenge.com/research

Mackenzie, K. (2019) 29 LEADERSHIP PRACTICES.Retrieved from http://www.family-business-

experts.com/leadership-practices.html

Mendels, P. (2012),Train Future Leaders,Retrieved from https://www.wallacefoundation.org/knowledge-

center/pages/the-effective-principal.aspx

Papa, N. (2017). Organizational Management & Leadership Practices That Impact Organizations. Retrieved
fromhttps://bizfluent.com/list-6724090-organizational-leadership-practices-impact organizations.html

U.S. Department of Education. (2009). Partners in reform: Address by the Secretary of Education to the
National Education Association. Retrieved from
http://www2.ed.gov/news/speeches/2009/07/07022009.pdf
Last week, I provided an overview of 9 Effective Leadership Practices. Servant leadership is not just a good
idea. It works. The 9 effective leadership practices highlight various dimensions of servant leadership
that are correlated with effectiveness in the team context.
Beginning with Authentic Leaders

The first grouping of servant leadership practices presented in the model emphasize the importance of
beginning with authentic leaders who are able to foster collaboration. In this first cluster of servant
leadership practices, leadership behaviors associated with effective teams include: (1) modeling what
matters, (2) engaging in honest self-evaluation, and (3) fostering collaboration.

Practice 1: Modeling what Matters

In this post, we will spend time briefly unpacking the first leadership practice: Modeling what Matters.

Modeling what matters is similar to the leadership practices that other researchers have identified as well.
Bass and Avolio engaged the concept of “idealized influence” associated with transformational
leadership theory. Kouzes and Posner engaged the concept of “model the way” as a key practice
exemplary leadership.

Inauthentic leaders can demand of followers what they as leaders are unwilling to do. Authentic leaders,
however, must model what matters and be willing to “practice what they preach” when it comes to
expected organizational behavior.

Actions Speak Louder than Words

On this point, research participants noted that modeling what matters “is the primary and most effective way
to communicate the organization’s mission, values, and ethos,” and that “actions communicate much
more loudly than words” when it comes to organizational values.

Reinforcing the importance of this leadership practice, Max De Pree argues that “clearly expressed and
consistently demonstrated values” are often the most important factor in facilitating the important
relationship between leaders and followers.

Model what Matters for Your People

While it may be tempting to just dictate or tell followers what to do, the best leaders understand the
importance of action. Leader behaviors provide a powerful example for followers. Are we modeling
what matters when it comes to expected organizational behavior?

Leaders don’t just use words in their communication. Leaders communicate, for better or for worse, through
their actions. So leader, be sure to model what matters for your community. Allow your actions to
provide a crystal clear message that is consistent with your words and calls followers to a higher
level of engagement with your organization’s mission.

————————-
Engaging in Honest Self-Evaluation.
Practice 2: Engaging in Honest Self-Evaluation
Serving as a foundation for authentic modeling of what matters (Practice 1), the next servant leadership
practice is Engaging in Honest Self-Evaluation. One of the unique features of this practice is its emphasis
on self-evaluation sequentially prior to the leader’s evaluation of others. While it may be easy for leaders
to recognize faults and mistakes in others, leaders must first engage in in the hard work of looking in the
mirror and engaging in a self-evaluative process of reflection.
The Leader’s First Look
This practice is consistent with the biblical admonition to “first take the log out of your own eye, and then
you will see clearly to take the speck out of your brother’s eye” (Matthew 7:5). Engaging in honest self-
evaluation requires leader humility. It requires a capacity for self-awareness. It requires a willingness to
 reflect on personal faults and shortcomings which shape the organizational environment and the
experience that followers have in the organization.
Being (and Growing as) Humans
Shann Ferch argued that “one of the defining characteristics of human nature is the ability to discern
one’s own faults, to be broken as the result of such faults, and in response to seek a meaningful change.”
Leaders are not exempt from such important human characteristics. The issue is not whether or not
leaders have faults and make mistakes in their leadership practice at times. Rather, the issue is whether or
not leaders have the capacity to reflect on these mistakes and engage in honest self-reflection and self-
evaluation. Leaders who do this are able to learn from their mistakes and then grow as persons and as
leaders.
Greater Influence Necessitates Greater Reflection
Emphasizing the importance of honest self-evaluation, research participants noted among other things the
danger of leader blind spots and unquestioned assumptions. One participant noted, “Honest self-
evaluation is utterly important for leaders,” and that, “the blind spots of leaders tend to be far more
destructive than the blind spots of non-leaders [because leaders] … impact more people.” In other words,
the scope of one’s influence matters. While honest self-evaluation is vital for all people, it is critical for
those with significant influence.
Self-Evaluation and Role of Trusted Friends
Research participants further noted the dangers of unconscious self-exaltation and the drift toward
arrogance and individualism. They argued that honest self-evaluation is best accomplished when trusted
friends are invited to provide the leader with feedback on their growth edges. In addition to effecting the
leader’s personal growth, the absence of honest self-evaluation on the part of leaders decreases the
capacity of teams to change and attain goals in an effective manner.

Looking in the Mirror

It’s one thing to read about self-reflection and self-evaluation as a leader. It is another thing altogether to
actually do the work of honest self-evaluation.

Have you taken time recently to pause for self-reflection as a leader? How are you evaluating your
engagement with those on your team? Are you doing this evaluation on your own, or have you invited a
trusted friend to provide honest feedback so that you may better see your leader blind spots?

Though pausing for self-reflection and self-evaluation may feel like you are simply not getting your work
done, the research study that backs these reflections prioritizes leader self-evaluation as a first-order
priority for leaders. Pausing for reflection and evaluation allows you the opportunity to make mid-course
corrections in your leadership, contribute to higher levels of follower job-satisfaction, and contribute to
the increased effectiveness of your team.

Take time for an honest look in the mirror today.

----
Fostering Collaboration.

Practice 3: Fostering Collaboration

Dwight D. Eisenhower is attributed with saying “It is better to have one person working with you than three
people working for you.” Such logic is at the heart of collaboration, and effective leaders prioritize
fostering collaboration in their teams and organizations. In contrast to overly competitive leadership
agendas, this leadership behavior—Fostering Collaboration—highlights the importance of leaders
encouraging followers to work together over competing against one another in the organizational
environment.

Collaboration and Complexity

Noting the importance of fostering collaboration, one research participant argues that, “solutions to complex
problems today often require a collaborative engagement with others, the collective of which will
generate the best solution.” Another participant acknowledges that no one person can meet the
demands placed on leadership, and thus “collaboration allows a leader to expand the leadership
resources brought into the leadership process.”
The Priority of Authentic Collaboration

Providing a key argument for viewing this practice as part of beginning with authentic leaders, one participant
in my study noted the danger of collaborative gestures coming across as token invitations for follower
participation. When a leader “just wants to appear like he/she is collaborating, but doesn’t really care
about input from others,” such inauthentic collaborative gestures become toxic for leader-follower
relationships and the broader organizational culture. However, when genuine respect for followers is
blended with a listening posture, a suspension of leader predispositions, and a willingness to give
credit to others and embrace solutions that come from others, there is great power in leaders working
with followers on genuinely collaborative agendas.

Going Far Together

There is an African proverb that says “If you want to go fast, go alone. If you want to go far, go together.”
Those who want to go far in leadership enterprises recognize the priority of a collaborative
environment.

How are you doing at fostering collaboration in your sphere of influence? Do you recognize the priority of
working together in order to go far? Take the next step in fostering collaboration in your work as a
leader!
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Understanding the Priority of People

I’ve walked through the first grouping in previous posts. The second grouping of servant leadership practices
presented in the model emphasizes the importance of Understanding the Priority of People. In this
second cluster of servant leadership practices, leadership behaviors associated with effective teams
include: (1) valuing and appreciating, (2) creating a place for individuality, and (3) understanding
relational skills. This week we take on Leadership Practice 4— Valuing and Appreciating.

Practice 4: Valuing and Appreciating

Understanding the priority of people begins with a basic commitment to Valuing and Appreciating people.
While this includes the communication of appreciation for follower contribution as a primary focus,
it also emphasizes the value and trust of people at a more basic level.

Jim Laub notes the following about valuing people and organizational health:

“Healthy organizations have a different view of people. People are to be valued and developed, not used.”

This gets at a core characteristic of servant leadership. As a leader, do you view the people primarily as
resources to be used and deployed, or do you view people as intrinsically valuable?

The Innate Value of People

Laub continues:

“Leaders accept the fact that people have present value not just future potential. People seem to have an
innate ability to know whether or not they are being valued…whether or not they are trusted.
Effective leaders accept a person’s value up front. They give them the gift of trust without requiring
that they earn it first. As leaders work with people in organizations they will serve them by displaying
the qualities of Valuing People.”

Many leaders value their followers after the followers have demonstrated their value to the organization.
Consistent with Laub’s comments, servant leaders take valuing people to another level. Servant
leaders value people not only for what they contribute, but rather value them primary for who they
are as people.

Valuing Leads to Appreciating

Several research participants highlight similar observations, noting the importance of trust in valuing and
appreciating followers when they are “given responsibility and released to accomplish the task
 without second guesses,” and when “verbally appreciate[ing] them as people first, then for their
contribution to the team.” Another participant noted that a follower feels valued and appreciated
“when a leader authentically and legitimately applauds the performance of a follower and
acknowledges their unique contributions with concrete examples.” Such expressions must be
connected with reality, though, and in the words of this participant must be “genuine, deserved, and
observable” if such expressions are to be effective.

How Do You View Your People?

So how are you doing on this front? Are you valuing people for who they are, or merely for what they
contribute to the organization? Is this valuing of people translating into expressions of appreciation?
Teams flourish as members are valued and appreciated in the journey toward effectiveness.
-----
Practice 5: Creating a Place for Individuality

There is a tendency in some organizational circles to simple view people as cogs in a larger organizational
system. But who likes it, and flourishes, when they are viewed in such a mechanistic and replaceable
fashion?

Beyond the Cog

In contrast to this approach, servant leaders help to Create a Place for Individuality in their work with their
teams. Outcomes matter in organizations. So does holding followers accountable to these
outcomes—a point emphasized in this larger research study. But it is also vital to recognize that
outcomes are not necessarily achieved in a uniform manner.

Beyond Uniformity

In contrast to approaches that emphasize follower uniformity, this leadership practice emphasizes allowing
for individuality of style and expression in followers as well as accepting followers for who they are
as individuals. In contrast to the overly mechanized systems encouraged in some twentieth century
managerial models, this study challenges twenty-first century leaders to remember the individual and
to create space for individuality in work performance.

Beyond Micromanaging

Research participants note the importance of simple expressions of individuality. Of the expressions noted
were dimensions of flexibility such as work style, clothing, and office hours. Participants also noted
that flexibility for follower expressions of individuality are best supported through the avoidance of
micromanaging leadership behaviors.

Moving Toward Common Culture over Uniformity

One participant noted, “Set strategic goals, but allow individuals to engage in creative processes to get there.”
On the theme of how follower individuality coincides with organizational unity, participants noted
that commonality at the level of mission, vision, goals, and values provides “the glue that holds the
organization together,” and that “under this umbrella there is ample room for individuality.”

Arguing that great leaders find ways to meld the needs of individuals with the needs of an organization, one
participant argues that this “requires the leader to take an active interest in the capacity of those under
their leadership.” They continue noting the importance of assigning responsibility and delegating
authority “based on the giftedness of the follower in alignment with the project or task to be
completed.”

Moving Toward Individuality and Individualized Consideration

All of this requires an individualized consideration similar to what Bass and Avolio put forward in
transformational leadership theory. This calls leaders to a higher level of investment in creating space
for individuals to work uniquely toward common goals. While it is sometimes easier to mandate
uniformity and conformance, taking the extra time and effort to create space for individuality is a
valuable leadership practice that is significantly related to effectiveness in this study.
While a focus on outcomes is important, how are you creating a place for individuality in your work with
followers? Think through a step or two you can take in appreciating and providing space for the
individuality of your team members.
------
Practice 6: Understanding Relational Skills

This second cluster, which is focused on understanding the priority of people, ends with the servant leadership
practice of Understanding Relational Skills. Knowing how to get along with people is basic to quality
relationships, and it is the basis of quality leadership practice as well. Although this may seem
simplistic, understanding relational skills is key for leading well in the team context.

Relational Skills and Emotional Intelligence

In recent decades, leadership researchers have identified the importance of emotional intelligence for
leadership practice. At the core of emotional intelligence are skills that support intrapersonal and
interpersonal engagement. In his discussion of emotional intelligence, Daniel Goleman emphasized
factors such as empathy and social skills, premised on self-awareness. These factors provide a basis
for effective relational skills. Self-awareness leading to an awareness of and responsiveness to the
needs of others provides a platform on which effective leaders may appropriately humanize the
leader-follower relational engagement.

Self-Awareness, Empathy, and Authentic Listening

The themes of self-awareness, empathy, and authentic listening were also highlighted by the research
participants in my study on the topic, noting these as important characteristics of effective relational
skills. One participant noted that empathetic communication, personal connection, selective
vulnerability, and attention to what motivates followers are all critical relational skills. Other
participants emphasized items such as:

The importance of authentic listening,

A commitment to fairness and equality,
The ability to tolerate and accept appropriate differences,
The importance of knowing oneself well in order to relate authentically with others,
The embodiment of confidence blended with the ability to see future possibilities and communicate the most
appropriate path to get there
Creating a sense of safety and support for followers,
Demonstrating care and kindness,
Reinforcing a commitment to the working relationship, and
Maintaining an open and approachable posture toward followers.
All of these themes comprise key relational skills that help foster positive leader-follower relationships.

Although leaders at times may like to work in the background simply dealing with systems and structures,
engaging organizational members, team members, and direct reports with relational intelligence is
vital. How are you nurturing your relational skills? How are you engaging followers with wisdom
and a spirit of understanding
-----
Practice 7: Communicating with Clarity

It is difficult to overestimate the importance of clear communication in the practice of leadership. Although
all effective communicators are not necessarily leaders, all effective leaders must be effective
communicators.

Effective Leadership Requires Effective Communication

In previous posts, I highlighted 5 Types of Leadership Communication and 7 Levels of Leadership

Communication. As noted in these posts, leaders must attend to factors such as verbal and nonverbal
modes of communication as well as diverse levels of communication from intrapersonal to
organizational.

Sometimes leaders speak through their words. Sometimes leaders speak with their actions (or inaction). The
question is whether or not the leader is being intentional in these various types and levels of their
 communication. Being intentional with effective communication practice will help leaders
effectively guide their followers and teams.

Communication Basics for Leaders

As we consider how to help followers navigate toward effectiveness, the seventh effective servant leadership
practice in this model is Communicating with Clarity. This leadership practice is about effectively
communicating plans and goals for the organization, and research participants note several critical
features of effective communication in the leadership role.

Key communication features noted by research participants included the following:

Honesty
Transparency
Authenticity
Clarity
Listening
Timeliness
Confidence without arrogance
Conciseness
Regularity and appropriately repetitious
Congruence of verbal and nonverbal messages
Use of a diverse set of communication media
Use of word pictures
Saying what you mean and meaning what you say
Avoiding emotionally laden and volatile communication overtones
Leaders: Communicate Often — Communicate Well

Leaders who learn to communicate effectively in a variety of contexts and through a variety of
communication pathways are helping followers and their organizations navigate toward
effectiveness. How are you doing on this front as a leader? What step can you take in the coming
workweek to be more proactive in your communication approach with followers and teams?
----
Practice 8: Supporting and Resourcing Followers

In addition to clear communication, followers also need their servant leaders to practice supporting and
resourcing. On productive teams, leaders and followers focus their energies on movement toward
important goals. They recognize that it is not just about being busy, but also being productive. As
followers work toward these goals, servant leaders focus on serving the followers through supporting
and resourcing activities. They help to remove obstacles that hindering follower progress. They help
to provide encouragement and motivation. They help to provide the necessary resources that
followers will need to get the job done.

Equipping and Empowering

Rather than leaders viewing their primary role as driving followers toward production, a commitment to
supporting and resourcing allows leaders to focus on serving followers toward their success and being
responsive to their needs as they work toward organizational goals. Servant leadership is not about
doing people’s work for them. It is about creating a context within which followers will flourish in
their work.

Leadership supporting and resourcing captures the heart of what is included in James Kouzes and Barry
Posners’ theme of Enable Others to Act in their five practices of exemplary leadership. Leaders take
a proactive posture toward followers. They work to remove barriers and build bridges so that
followers may thrive in their responsibilities.

A Proactive Approach to Leading

On this theme of supporting and resourcing followers, research participants emphasized the importance of
removing barriers, and one participant identified the special importance of being active in the
identification of needs. They noted that the leader “should be the first to ask ‘what do we need to get
 the job done’ versus being passive, waiting for requests to come to him/her and then trying to put the
requests off as long as possible.”

Other research participants add that because leaders are in the position to see the best allocation of resources
and to draw out the gifting of human resources so that followers are fulfilled in their work, it is
important that leaders share explanations with followers regarding how resources are apportioned
and when resources are not available for certain needs.

Another participant’s response captures the essence of this servant leadership behavior noting that leaders
carry out this function best when they release power and resources to members to accomplish critical
and expected initiatives.

Setting Up Followers for Success

If the mission of the community matters, then leaders have the responsibility to provide the support and
resources necessary for followers to work toward their goals in light of this mission. In your work as
a leader, are you taking a passive or active posture toward supporting and resourcing followers? Are
you working to remove obstacles that are barriers to follower work performance? Are you working
to provide the necessary support and resources that builds bridges to effective follower work
performance?

Take some time in the week to consider how you may more effectively support and resource your followers
in their work toward the mission of your organization or team.
-----
Practice 9: Providing Accountability

The final servant leadership practice included in this model is the leadership behavior of Providing
Accountability. Rather than servant leadership being a weak form of leadership that is disinterested
in results, this leadership behavior emphasizes the priority of holding people accountable for reaching
their goals.

Misconceptions about Servant Leadership

When the topic of servant leadership comes up, this point is often a misconception I hear. People fear that if
they are committed to serving others, they will lose authority in the eyes of followers or their acts of
kindness will become opportunities for others to take advantage of what others view as a “weak”
form of leadership.

These are misconceptions of servant leadership, though. Servant leaders do make hard decisions. Servant
leaders at times do need to terminate employees. Leaders who are committed to serving their
followers don’t simply do the job for those followers, they support and resource their followers
toward success, and they then hold followers accountable toward agreed upon outcomes. Although
servant leadership begins with a focus on followers, servant leadership also “has teeth” and includes
a commitment to providing accountability and is consistent with a commitment to valuing and
developing followers.

Clear Communication

As with the leadership practice of communicating with clarity, several research participants reaffirmed the
priority of clear communication in the providing of accountability for followers. In contrast to some
of the negative examples provided by participants—examples where leaders failed to clearly
communicate and then terminated or disciplined employees based on poor performance—there was
a unified called to proactive and honest communication around expectations and follower
performance.

Open and Honest Evaluation

One participant noted “I prefer honest performance evaluations—those which acknowledge both strengths
and growth fronts and clearly set goals that can be reached quarterly and annually.” Another
participant similarly noted that, “honest and open communication that is regular and consistent at
setting and reaching goals is very effective in developing accountability and building trust.”
Inspect What You Expect

Another participant notes that “leaders inspect what they expect,” and this is arguably consistent with the
leader-love that characterizes a servant leaders commitment to serving the needs of the follower over
the needs of the leader. Engaging in direct and honest conversation with followers around outcomes
that are important to followers and the organization provides an opportunity for follower
development, a tangible factor associated with valuing and developing people. Servant leadership is
not about caring for followers or providing accountability. Servant leadership includes both. Are you
inspecting what you expect when it comes to follower goal accomplishment?

Some Final Thoughts

The model covered these past weeks is about (1) beginning with authentic leaders, (2) understanding the
priority of people, and (3) helping followers navigate toward effectiveness. We’ve covered the 9 core
leadership practices associated with team effectiveness that are both presented in this model and
supported by related research.

As you seek to grow as a leader, these 9 effective leadership practices will serve both you and your followers
well. Take time in the coming week to think through one or two action steps based on these practices.
Enjoy the journey of growing as a servant leader.

Nicole Papa,September 26, 2017. Organizational Management & Leadership Practices That Impact
Organizations.Retrieved from https://bizfluent.com/list-6724090-organizational-leadership-
practices-impact-organizations.html

Carola Finch.Updated January 22, 2019. External Factors Affecting Leadership.Retrieved from
https://bizfluent.com/info-8583473-external-factors-affecting-leadership.html

Organizational Environment
Organizations have their own particular work environment with its own values, which is a legacy of past
leaders, as well as current leadership. These values are the care the organization has for investors,
customers, staff and the community, and they determine how the business will be managed. Goals,
values and concepts that define products or services make up the personality of the organization.

Organizational Resources
Leaders are dependent on organizational resources, such as staff, technology, finances and physical resources
to achieve their goals. The success of management depends on how well resources are acquired and
used.

Employee Roles
When an employee takes on a role in an organization, his position is defined by the tasks and responsibilities
he must perform in relationship with others. Employees have varying levels of maturity in
approaching tasks and relationships that impact the style of leadership needed to guide them.
Employees also affect the organization by their work ethic and personal values. Roles have pitfalls
and roadblocks that leaders must recognize and reduce in order to help staff accomplish their tasks.

Organizational Culture
The culture of an organization is a combination of its founders, past and current leaders, history and crises.
Culture is difficult to change, because it is the result of long-held information and formal systems,
traditions, customs and rules that represent the self image and shared expectations of the organization.
Established rites, such as rituals, routines and a set way of doing things impacts company norms,
such as how a worker can be in good standing and how a worker can respond appropriately for
various circumstances.

Sociological Factors
Leaders need to understand the demographic makeup and cultures of the clients of the organization and trends
in the marketplace to design products and services for particular populations.

Economic and Political Factors

Leaders must educate themselves on their suppliers, customers and competitors to determine the economic
and current political factors that affect the marketplace. These factors influence how leaders
accomplish their goals.

Technology
Technology can dramatically change the business environment, overnight. Leaders must adjust their
management styles to help the company adapt to technology. Research and development help leaders
to create innovative new techniques that make operations easier.

Bianca Bumpres. September 26, 2017. Organizational Responsibilities.Retrieved from

https://bizfluent.com/info-8583473-external-factors-affecting-leadership.html
Model of Structure
All organizations follow a model of structure. The structure model shows how the organization will run and
progress. It is based on power, information and control. This is one of the first organizational
responsibilities because it lays the foundation for a successful organization. The implementation of
structure specifies laws and regulations that will help the organization maintain compliance. This
includes establishing principles related to accountability or proper ethical behavior and should be a
part of organizational planning.

Allocation of Duties
Delegation is a key factor in organizational responsibilities. It is the organization’s responsibility to allocate
these duties. Allocation of duties maintains organizational structure and affords individuals in the
organization to commit to personal and team obligations and responsibilities. Leaders or founders of
the organization allocate duties to appropriate personnel or teams.

Coordination
An organization does not run as a single entity, therefore, the coordination of committees, meetings,
allocation of funds and other interests that keep the organization going must be coordinated.
Coordination is related to knowledge and information issues and determines overall performance of
the organization. The organizational responsibility of coordination must be carried out sufficiently
to reach organizational goals, get appropriate funds and hire the most efficient employees.

Operation
Order of operation is essential to organizational responsibilities because operations must run smoothly for
the success of the organization. Operation objectives define a specific number of sub goals that
contribute to the whole purpose of the organization. An operation’s manager provides the logistics
for operations in the organization and ensures operation protocols are met by all in the organization.

William Craig Jul 3, 2018.Leadership Practices That Drive Results.

Retrievedfromhttps://www.forbes.com/sites/williamcraig/2018/07/03/leadership-practices-that-
drive-results/#62ad779bbc67

Here are how those leadership practices and qualities come together to achieve results.

Communicates Direction and Strategy

Results-focused: To achieve optimal results, all must clearly see the direction and perceive the strategy to
success. A good leader gets everyone on the same page.
Interpersonal skills: Leaders communicate with rapport and clear direction to build engagement among those
who feel lost.
Motivates and Inspires
Results-focused: Among leaders, 78 percent rate higher on their push for results than motivating and inspiring
others. Leaders who combine the two are more likely to see their strategies come to life, pushing for
results while inspiring high performance and work ethic.
Interpersonal skills: Many workers fail to reach their highest potential, but when employees empower each
other through motivation and inspiration, success follows. Most people desire to make a positive
impact in the world, and this combination revitalizes and powers a visionary work culture.
Sets Stretch Goals
Results-focused: They set stretch goals that motivate themselves and others to push harder for achievement,
continuous learning and success.
Interpersonal skills: Employees exercise leadership skills by setting goals collaboratively, which creates a
more fun and engaged work culture.
High Integrity Inspires Trust
Results-focused: Employees don’t question intention, and no one feels manipulated into achieving results
because they trust their leaders. The focus is on producing results in a positive environment and way.
Interpersonal skills: The professional embodying leadership skills possesses high integrity that inspires trust
and dives right into the nitty-gritty of the work, never asking others to do what they wouldn’t do
themselves.
Helps Others Grow
Results-focused: Leaders care about team and individual development. Employees take time to help others
grow, cross-train and develop team skills that better each other.
Interpersonal skills: Working together to build new competencies and skills engages all minds in multiple
learning styles, creating a fun and productive work culture.
Readily Offers and Applies Feedback
Results-focused: Leaders address their strengths and weaknesses with an open-door policy. Every
professional possesses pride in the specific role they perform, but they must remain open to and apply
feedback to improve this and other areas. Otherwise, deadlines and problems slip by.
Interpersonal skills: The best leaders are open to receiving giving and advice when appropriate and
constructive. Among workers, 65 percent want more feedback, and making time for the exchange
strengthens the employee, team and management. Workers respect each other’s coachability and
readily step up to the plate to achieve results.

Dr. Kenneth D. Mackenzie's 2019,29 LEADERSHIP PRACTICES.Retrieved from http://www.family-

business-experts.com/leadership-practices.html
Provide the Foundation
For SUCCESSFUL Organizations
from Dr. Kenneth D. Mackenzie's The Practitioner's Guide to Organizing Organizations
leadership practices
29 Leadership Practices have been identified by Professor Kenneth Mackenzie, one of the world's leading
experts on leadership and organizational design.

In today's fast-paced business environment, successful organizations are those organizations that can adapt
to change, RAPIDLY. The key to change management rests on these key leadership concepts.

Effective leadership enables an organization to be better aligned and clearly, competitive advantage is gained
when an organization is aligned for success.

These 29 Leadership Practices are the primary "indicators of interest" we use when diagnosing an
organization.

LP01 Understanding Environmental Changes

LP02. Developing and Using the Strategic Direction

LP03. Ensuring Unit-Level Strategic Direction

LP04. Using Strategic Long-Range and Tactical Plans

LP05. Updating Organizational Assumptions

LP06. Linking the Organizational Rewards to Performance

LP07. Updating the Organizational Logic

LP08. Updating the Organizational Architecture

LP09. Ensuring Consistency of Organizational Rewards

LP10. Ensuring Results Consistency with Strategic Direction

LP11. Ensuring Successful Goal Achievement

LP12. Ensuring Compatible Interests of Results

LP13. Using Tough and Realistic Standards

LP14. Ensuring Job Performance Standards

LP15. Applying Total Compensation Process

LP16. Integrating Job with the Organization

LP17. Ensuring Compatible Interests

LP18. Developing Associates

LP19. Aligning Associates with the Strategic Direction

LP20. Encouraging Best Decision-making

LP21. Ensuring Ethical Decision-making

LP22. Using Organizational Forums

LP23. Ensuring Healthy Problem Solving

LP24. Ensuring Results Oriented Problem Solving

LP25. Nurturing and Rewarding Innovation

LP26. Ensuring Quality

LP27. Ensuring Improvements in Technology

LP28. Managing the New Technologies

LP29. New Technologies Integration

----

Retrieved from https://www.wabisabilearning.com/blog/10-school-leadership-best-practices

THE 10 SCHOOL LEADERSHIP BEST PRACTICES THAT MAKE A DIFFERENCE
If there's one thing that anyone in any position of authority must be willing to provide in order to inspire
action and achievement, it's leadership. So what about our schools and the teachers and admins who
guide their policies? What could we consider to be the most crucial school leadership best practices
to follow for making any school successful?

Of course it would help to first define what a "successful" school looks like. Likely it would mean different
things to different educators, but here's one vision for you to consider.

A successful school places a priority on future-focused learning, and seeks to guide its staff and students
toward having a passion for learning, and for growing creatively and collaboratively. Additionally, a
successful school seeks to model and encourage school leadership best practices as something that
doesn't just fall to administrators to handle.

In other words, a successful school realizes that true leadership is the business of everyone under its roof—
teachers, admins, and students alike working together to make their school exceptional.

LEADERS LIGHT THE WAY

It is more often than not a school's administrators who lead the way, and the truth is students and teachers
perform better when directed by high-quality leaders.
Part of being a good leader is being visible. Principals and other leaders shouldn’t be visible only to students
or teachers who have done something wrong. They must inspire as many students and teachers as
they can. Leaders should also demonstrate their concern for student and teacher achievement in many
ways. They can’t expect students and teachers to care about their performance if they don’t show that
they care.

How important are school leadership best practices to performance? Very, according to many studies of
leadership and education. “Leadership is second only to classroom instruction among school-related
factors that affect student learning in school,” reports “The School Principal As Leader: Guiding
Schools To Better Teaching And Learning,” a 28-page report by the Wallace Foundation, a
philanthropic educational organization.

“Today, improving school leadership ranks high on the list of priorities for school reform,” the report added.
“In a detailed 2010 survey, school and district administrators, policymakers and others declared
principal leadership among the most pressing matters on a list of issues in public school education.
Teacher quality stood above everything else, but principal leadership came next, outstripping matters
including dropout rates, STEM education, student testing, and preparation for college and careers.”

10 SCHOOL LEADERSHIP BEST PRACTICES

So now that you know some of the data on how school leadership affects school performance, you might
want some tips on school leadership best practices that make a difference. Here are 10 of what we
feel are the most crucial ones to consider, and to model for staff and students.

1. ATTEND ACTIVITIES
Leaders should attend sports events, of course, but they must also attend events with sparse attendance. They
need to show members of academic clubs like the debate and Mathletes teams, band members, theatre
groups, and even students in extracurricular activities that aren’t audience- or competition-oriented
that they’re interested in what all of the students do.

If leaders have school pride, the students and teachers might too. “You don’t have to MC everything; just be
there,” suggests the article “Principal Helpline: What are the 7 Habits of Successful Principals?”

2. BE ACCESSIBLE
Leaders, whether they’re principals or department chairs, should always be willing and able to meet with
teachers. In other words, people should be prioritized over paperwork.

That might mean delegating financial and other matters to resident managers who aren’t responsible for
teacher and student achievement. Leaders should be so personable that teachers are comfortable
approaching them with their concerns. They should also introduce themselves to students and
remember their names so students regard them as people, not just enforcers of discipline.

A successful school realizes that true leadership is the business of everyone under its roof—teachers, admins,
and students alike working together to make their school exceptional.

3. BE POISED
Angry parents make children angrier, just like angry coaches make their players angrier. Leaders must do
everything they can to make sure that teachers and students don’t let negative emotions impair their
performance. That means they must be poised both in public and private even when there is bad news
to be heard or a difficult decision to be made. “In (difficult) situations, always stay calm and confident
to maintain morale and confidence in the school community,” advises the article “Top 10
Characteristics Of Awesome 21st Century School Leaders.”

4. BE POSITIVE
Constructive school leadership best practices include making people feel like they’re making a positive
contribution to the school while simultaneously advising them how they can improve their
performance.
Leaders meeting with teachers and/or students should first tell them what they’re doing right. They should
be able to say three positive things about someone’s performance before getting into constructive
criticism.

Ultimately, the goal is to get people to want to improve, and bad morale can cause adults to quit jobs and
students to quit studying.

5. FORMULATE A VISION
Everyone in school leadership wants to improve the learners’ academic performance, but it takes a strong
leader to formulate an achievable vision to accomplish that. “Shaping a vision of academic success
for all students, one based on high standards,” is the first of the five practices listed in “The Effective
Principal: Five Pivotal Practices that Shape Instructional Leadership.”

In addition, the vision must be accompanied by a list of actionable steps needed to achieve the vision. The
steps might include meetings with students and their parents to point toward the right courses, using
more tutors, and training teachers in new instructional methods.

6. COMMUNICATE EFFECTIVELY
Formulating a vision is inadequate if it’s not communicated well. The vision statement of a principal (or
superintendent or school board) must be communicated to everyone impacted by the vision, including
teachers, students, and parents. That means updating teachers, students, and parents regularly on the
progress of the vision statement and the steps needed to achieve it.

In addition, effective leaders prioritize returning emails, phone calls, and texts as soon as possible over
paperwork and other administrative responsibilities that don’t have a pressing deadline.

7. NEVER STOP LEARNING

Leaders should attend conferences that are the most likely to improve their skills and knowledge. That might
mean forsaking the traditional conferences and seeking out new ones. Leaders should apply the same
logic to teachers.

The article “Motivate Teachers by Becoming a More Effective Leader” stresses the importance of employee
growth and being open to new ideas. “You want your employees to continually learn and grow,” the
article says. “Show your employees that you’re also willing to learn, take input and change directions,
if necessary.”

The vision statement of any leader must be communicated to everyone impacted by the vision, including
teachers, students, and parents.

8. BE FORTHRIGHT
Forthright and candid are better words than honest because, of course, you never want to be dishonest. We’re
talking about always telling teachers, parents, and school district residents the truth about the school.
If you need more money to achieve your vision, tell the community the options you have.

You might need to cut part of the budget substantially or raise taxes. If student performance regressed, be
candid about this and seek a solution. If a previous decision was wrong, admit your mistake. Great
leaders take responsibility for mistakes and bad news.

9. TRAIN FUTURE LEADERS

Great leaders will inspire people who work under them if they give those who have grown professionally
more responsibility and leadership roles. The school is better off if it has more great leaders instead
of just one.

Great leaders also look for people who can fill future leadership positions. Great principals, for example,
look for talented faculty who have the ability to head the department they’re in. Of course, leaders
need to communicate what they’re doing so, for example, an older department head will buy in on
training a younger future department head.

10. LISTEN
Innumerable studies have shown that listening is one of the most important qualities of a great leader. The
above “Principal Helpline” article says this about listening: “If a teacher comes to you with a
problem, listen and then ask the teacher what they think should be done.” The above “Top 10
 Characteristics” article says this about listening: “Listen to your teachers and students. Learn their
talents, interests and passions and then delegate accordingly.”
----
Pamela Mendels (February 2012),Train Future Leaders,Retrieved from
https://www.wallacefoundation.org/knowledge-center/pages/the-effective-principal.aspx

What makes an effective principal? A decade of Wallace Foundation-supported research and work in school
districts and states suggests that five practices are key to helping principals improve teaching and
learning in their schools:

Shaping a vision of academic success for all students, one based on high standards;
Creating a climate hospitable to education so safety, a cooperative spirit and other foundations of fruitful
interaction prevail;
Cultivating leadership in others so teachers and other adults assume their part in realizing the school vision;
Improving instruction to enable teachers to teach at their best and students to learn at their utmost; and
Managing people, data and processes to foster school improvement.
This Wallace-sponsored feature article appeared in the February 2012 issue of JSD, the journal of Learning
Forward, an association for those who work in professional development in education. There is much
principals must do to help their students succeed. But these five practices can give principals “a
fighting chance of making a real difference for students,” the article says.

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Yamina Bouchamma .2012.Leadership Practices in Effective Schools in Disadvantaged Areas of Canada.

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