Chapter+5+&+6+Case+Study


 * Chapter 6 **
 * Case Study **


 * ** 5 Forces of Leadership ** || ** One example noted ** || ** ISLLC Standard followed/violated ** ||
 * __ **Technical** __ :Assumes the role of management engineers, these principals provide planning, organizing, coordinating, and scheduling to the school and are skilled at manipulating strategies and situations for optimum effectiveness. || My former principal had an organizational weakness, which is an aspect of //technical leadership//. During my internship, we had several heart-to-hearts about many topics and I spent a lot of time in her office completing various activities. While we were working on one issue, my principal tried to locate a document on her desktop computer. Due to her lack of organization, it took her 10-15 minutes to locate the document in her “My Documents” folder. Her documents folder had no sub-folders and had literally hundreds of documents. It stressed me out just sitting there observing this. Because of her lack of organization, many times mandatory staff development activities and faculty meetings were thrown on us abruptly which led to some teacher dis-content. || ISLLC Standard 3.1b due to its focus on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.  ||
 * __ **Human** __ :Emphasizes human relations, interpersonal competence, and instrumental motivational techniques || “When you are done, you are done” were the words of a previous principal of mine.This statement implied that at the end of the school year or at the end of a required workday we could leave when we our work was completed and not according to the clock. || ISLLC standard 5.3 was the primary subject in this example. Clearly the principal wasn't acting ethically where other schools were expected to fulfill their contracts. ||
 * __ **Educational** __ :The “Principal teacher” emphasizes the expert knowledge about education and schooling. || A current assistant principal stresses the importance of the classroom and the delivery of the content in order to achieve success in the classroom.He would much rather be giving his advice on effective teaching methods than dealing with discipline or attendance issues. || ISLLC Standard 3.1a.was reinforced due to the assistant principal "demonstrating the ability to optimize the learning environment for all students by applying appropriate models..." ||
 * __**Symbolic**__:The “Chief” who models the important goals and behaviors and signals to others what is important and valuable in the school. || One thing I loved about my former principal was that she is a major advocate of shared power. Modeling specific behaviors is a key aspect of //symbolic leadership//. By sharing power with her staff, our principal created a more collaborative culture in our school by involving all members and by considering all of our ideas and suggestions. Shared power is one aspect of administration I will use as a school leader, because I have felt its positive effects first-hand. || ISLLC 1, particularly 1.3b using the processes of facilitating collegiality and teamwork to help implement the vision of the school. ||
 * **__Cultural__**:“The high priest” principal who attempts to define, strengthen and articulate what makes a school unique in regards to culture.“The way things operate around here” type of attitude. || I would have to say our superintendent embodies this force because she is articulating our county’s goal to consolidate our secondary schools.She //walks the walk while talking the talk// in regard to his issue. || This example includes several aspects of ISLLC 1 with developing, articulating, and stewarding a vision. ||