Ineffective and Effective Leadership

Comparison ofIneffective and Effective Assumptions Related to Instructional Leadership
60 LEADERSHIPEXPECTATIONS
._v
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t
t
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“Parental involvement is encouraged
School ineffectiveness is recognized and
efforts are made to restructure school
climate
Summative and formative evaluations
of programs and employee performance
are conducted as needed to-produce
evidence relevant to school
improvement
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
teacher-s
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
behavior
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 “-
culture
:” ..
Summative evaluations of programs and
employee performance are conducted
only.as 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
others
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
Motivating
employees.
Evaluation
Instruction
supervIsIon
Instructional
focus.
Curriculum
Planning
School vision

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