Ineffective and Effective Leadership

Comparison ofIneffective and Effective Assumptions Related to Instructional Leadership
“Parental involvement is encouraged
School ineffectiveness is recognized and
efforts are made to restructure school
Summative and formative evaluations
of programs and employee performance
are conducted as needed to-produce
evidence relevant to school
Culture is diagnosed and evaluated with
respect to school effectiveness; negative
values, beliefs, and assumptions are
replaced or modified
Student failure is recognized and efforts
are made to restructure curriculum and
instructional approaches
Interventions are _pervasive and in-tended
to improve the performance of all
Transformational.approaches are used
Planning is conducted inclusively (with
myriad stakeholders) and the results
evaluated-and revised periodically
Curricul-um is coordinated and
evaluated periodically to determine
effectiveness and modifications are
based on evaluation outcomes
Principal evaluation and.interventions
.. focus on both teacher and student
A vision is established collaboratively
and then pursued passionately
Low.student Student failure isbiamed on external
performance variables (social-political, and economic
_issues) or-students, themselves; thus,
little or no effort is made to restructure
curriculum and instruction
Low school School rneffectiveness is blamed on
performance external variables (social, political, and
economic issues) and-students; thus,
little or no effort is made to restructure
school climate
-Parental’ Pa-rental involvement is either
involvement _disceuraged or reluctantly tolerate? __
Sch601 culture Culture is-ignored or the principal
conforms to. and protects-a negative “-
:” ..
Summative evaluations of programs and
employee performance are conducted required -by–p.oIicy
Interventions-are sporadi-c and intended
to improve the performance of the most
ineffective teachers
Transactional app-roaches are used
Principal evaluation and interventions
focus largely on teacher behavior
A vision is not develo.ped or it is
developed unilaterally and imposed on
Planning is not conducted or it-is
conducted in an exclusive (alone or with
a few others) ·and perfunctory manner
Curriculum is managedbut rarely
developed, coordinated, or evaluated
School vision

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