Leadership Styles and Effective Principals

1. Student Achievement
Teacher and Leader Effectiveness
Building Schools Through Effective
Leadership Styles

2. Session Order
• Setting the tone
• What’s Your Story?
• Self-Leadership
• Overview of Leadership styles
• Leadership and Effective Principals
• The Principal’s Impact on Student
Achievement
• What style or styles should a Principal adopt
to be Effective in the 21st century?

3. INTRODUCTIONS
• Please introduce yourself
to the person either side of
you or on your table.
• Name, job, length of time
in the job. region.
• Now stand up and walk to
someone you do not know
at all and do the same.
• Shake hands…….
• A short movie to start the
session” As ONE
summoning the force!”
3

4. 4

5. Setting the Tone
5
This seminar will rely
upon there being a
supportive
professional
atmosphere where
participants:
Feel secure
Participate & Share
openly
Do not judge or are
judged by others
Will grow in
understanding

6. My Leadership Journey
• My motivation came from
ineffective, laissez -faire leaders in
my formative years in education
and their negative effect on
children’s education
• I was determined to get into a
leadership position and make a
difference!
• I was appointed as Principal at
29yrs of age in London. The
necessary style was autocratic.
• Since then my style has changed
though I see now that my style
adjusted and still adjusts, to each
school’s situation.
6

7. 7

8. Why / How did you become a
leader?
• You were in the right place at the
right time
•By accident!
•By design!
•Promotion means more money
•Someone recognized that you could
influence group behavior and others
• Someone saw that you possessed
managerial qualities, understanding,
process knowledge, ability
•Leadership comes naturally
Briefly tell us your
story in the activity!

9. You As A Leader
• List the factors that enabled
you to be here today in your
role as a LEADER.
• List your strengths as a leader,
what are you good at ?
• List areas for improvement.
• Share your story with a partner
• Compare and contrast your
experience and personal lists
9
Think-Pair-Share (25 minutes)

10. Would Your Leadership Style Motivate or
Inspire You?
Dictionary.com
• Motivate: To provide
a motive, to induce,
incite, impel
• Inspire: Breathe life
into, to arouse
someone else,
particularly to arouse
something animating
inside them, to
enliven.

11. Ask Yourself, “Would I Inspire Me? “
Before I can hope to inspire
anybody else, FIRST I’ve got to
inspire MYSELF!
• How do you inspire yourself?
• What drives you each day to perform
at the highest level? Ask yourselves this
question: “Would YOU want to work
for YOU?”
• What kind of work atmosphere or
environment are you creating?
We should desire to inspire!

12. Leadership
begins with
the
SELF
12

13. Illinois Institute for Maternal and Child Health Leadership
What we believe about ourselves can hold us
hostage… the thing that amazed me is that a
belief is more than just an idea—it seems to
shift the way we actually experience ourselves
and our lives. According to Talmudic teaching
‘We do not see things as they are. We see
them as we are.’
(Remen, 1996)

14. Self-Leadership
Leaders lead from the inside. And it is through who
they are and who they are becoming that they
establish credibility, earn respect, and create
resonance in their followers.
To become the kind of leaders we need to become,
we must first look into our interior world, nurturing
what’s going on inside of us.
We must practice the art of soul-care. We must learn
how to lead ourselves well before we learn to lead
others well.
14

15. The most effective leaders are consciously
introspective and intentionally reflective. Or to say
it like the Apostle Paul told Timothy, “Pay close
attention to yourself….” (1 Timothy 4:16)
Leaders consistently monitor and recalibrate their
thought life, behaviors, attitudes, words, emotions,
mistakes, relationships, and motivations.
Northouse - Leadership Theory and Practice, Sixth Edition © 2012 SAGE Publications, Inc. 15

16. Self Leadership
They embrace who they are and who they are not—the
journey into deep self-awareness and clarity of personhood.
They strive to live with integrity, living up to who they say they
are.
Integration of a leader’s life and values enhances their
decision-making skills, expands their trust levels with others,
and gives them confidence.
But if leaders don’t carve out time to lead the hardest person
they’ll ever lead,(themselves) healthy, vibrant, thriving
leadership won’t be in their future. 16

17. Video – Bishop Tutu

18. Take 25-30 minutes to
complete the survey and
make notes for yourself.
Do the results
confirm your thoughts or
surprise you?
If you feel able to ..Be
ready to share with a
partner & the group
What Type of Leader are You?

19. Overview of Leadership Styles
19

20. Defining Leadership
Leadership is the process of
influencing a group toward
the achievement of goals.

21. Leadership style
The way in which a leader uses
power to lead or influence others
determines his or her leadership
style.

22. Some Leadership Styles
• Charismatic Leadership
• Transformational Leadership
• Instructional Leadership
• TQM
• Emotional Intelligence EI / EQ
• Situational Leadership
• Servant leader

23. Charismatic Leadership
23

24. Charismatic Leadership
• Charismatic leadership is leading by dint of personality
and charm, instead of relying on any external power or
authority.
• Charismatic leaders seek to fulfill organizational goals by
instilling devotion.
• They scan and read the environment in which they
operate to pick up the moods and concerns of individuals
and larger audiences, and then hone their actions and
words to suit the situation.
24

25. Charismatic Leadership
The major behavioral attributes of
charismatic leaders include:
• Sensitivity to the environment and
member needs
• Articulation of a clear-cut vision
shaped to the situation
• Effective use of body language
and verbal language
• Personal risk taking and
unconventional behavior
• High self-belief and confidence
25

26. Charismatic Leadership
• Displaying confidence in follower's ability
• Charismatic leaders have the potential to
elevate and transform an entire school.
• The danger lies in using such powers to
create a personality-based cult that
misguides people.
26

27. Transformational Leadership
27

28. Transformational Leadership
• Transformational leadership is one of the most popular
leadership styles in the changing world and focuses on
effecting revolutionary change in organizations through a
commitment to the organization’s vision.
• Transformational leaders sell the school’s defined vision,
usually a radical vision, that departs from the established
one in many ways, such as:
• Developing a shared vision and appealing to people’s
inborn desire to attain higher levels related to learning,
leaving a legacy, and the like.
28

29. Transformational Leadership
• Articulating the vision and explaining
how to attain the vision in an
appealing manner
• Establishing high levels of personal
integrity to gain trust and inspire the
members
• Applying passion and energy at work,
and injecting such energy and
enthusiasm to followers
• Leading from the front to demonstrate
attitudes and actions for followers to
emulate
• Motivating and rallying followers by
constantly listening, soothing, and
enthusing
29

30. Transformational Leadership
Characteristics of
transformational
leader behavior:
•Inspirational
motivation
•Individual
consideration
•Intellectual
stimulation
•Idealized
influence

31. Transformational Leadership
in Education
1. Leithwood notes that the “four I’s” of
transformational leadership are necessary skills for
school principals if they are to meet the challenges
of 21st century.
2. School leaders must attend to the needs of and
provide personal attention to individual staff members
particularly those who seem left out!
3. Effective school administrators must communicate
high expectations of teachers and students alike.
4. Through personal accomplishments and
demonstrated character, effective Principals must
provide a model for the behavior of teachers.
Page
31

32. Instructional
Leadership
Video

33. Instructional Leadership
Four Dimensions or roles
1. Resource provider
• Ensures that teaches have materials, facilities and budget
2. Instructional resource
• Actively supports day to day instructional activities and
programs by modeling desired behaviors, participates in
in-service training and consistently giving priority to
instructional concerns.
3. Communicator
• Has clear goals for school and articulates those goals to
faculty and staff
4. Visible presence
• Principal engages in frequent classroom observations and
is highly accessible to faculty and staff.

34. The Principal as Instructional Leader
The focus on results, the focus on
student achievement, the focus on
students learning at high levels - can
only happen if teaching and learning
become the central focus of the
school and the central focus of the
principal (Blase & Blase, 2003; Castallo, 2001; Lambert, 2003).

35. Situational Leadership
• Leadership theory developed by Paul Hersey and Ken
Blanchard
• Effective leadership is task relevant and is most
successful when adapted to the ‘maturity’ of the
individual/group.
• Developed a Situational Leadership model of 4 distinct
Leadership Styles based on the amount of direction
required and the amount of support required.
• 4 Development Levels based on the level of
competence and level of commitment of the
individual/group.
• The effective leader will adopt the most appropriate
leadership style to the situation/task and the
development level of the specific individual/group.

36. 4 Development Level Characteristics
of the team member
D4
High Competence
High Commitment
•Recognised by others
as an expert
•Consistently competent;
justifiably confident
•Trusts own ability to work
independently; self-assured
•Inspired; inspires others
•Proactive; may be asked to
do too much
D3
High Competence
Variable Commitment
•Is generally self-directed,
but needs opportunities
to test ideas with others
•Sometimes hesitant,
unsure, tentative
•Not always confident; self
critical; may need help
in looking at skills
objectively
•May be bored with
goal or task
•Makes productive
contributions
D2
Some Competence
Low Commitment
•Has some knowledge &
skills, not competent yet
•Frustrated
•Discouraged,
overwhelmed, confused
•Developing and learning;
needs reassurance that
mistakes are part of the
learning process
•Unreliable, inconsistent
D1
Low Competence
High Commitment
•New to task or goal,
inexperienced
•Eager to learn, willing
to take direction
•Enthusiastic, excited,
optimistic
•Confidence based on
hopes and transferable
skills, not reality

37. 4 Development Level Characteristics
D2
Some Competence
Low Commitment
•Has some knowledge &
skills, not competent yet
•Frustrated
•Discouraged,
overwhelmed, confused
•Developing and learning;
needs reassurance that
mistakes are part of the
learning process
•Unreliable, inconsistent
D1
Low Competence
High Commitment
•New to task or goal,
inexperienced
•Eager to learn, willing
to take direction
•Enthusiastic, excited,
optimistic
•Confidence based on
hopes and transferable
skills, not reality

38. 4 Development Level Characteristics
D4
High Competence
High Commitment
•Recognised by others
as an expert
•Consistently competent;
justifiably confident
•Trusts own ability to work
independently; self-assured
•Inspired; inspires others
•Proactive; may be asked to
do too much
D3
High Competence
Variable Commitment
•Is generally self-directed,
but needs opportunities
to test ideas with others
•Sometimes hesitant,
unsure, tentative
•Not always confident; self
critical; may need help
in looking at skills
objectively
•May be bored with
goal or task
•Makes productive
contributions

39. 4 Leadership Styles & Behaviours
S3-Supporting
Asking/listening
Reassuring
Facilitating self-reliant problem solving
Collaborating
Encouraging feedback
Appreciating
S2-Coaching
Exploring/asking
Explaining/clarifying
Redirecting
Sharing feedback
Encouraging
Praising
S4-Delegating
Allowing/trusting
Confirming
Empowering
Acknowledging
Challenging
S1-Directing
Defining
Planning
Orientating
Teaching/showing & telling how
Checking/monitoring
Giving Feedback
Directive BehaviourLOW HIG
H
Supportive
Behaviour
HIG
H

40. 40
S1-Directing
Defining
Planning
Orientating
Teaching/showing
& telling how
Checking/monitoring
Giving Feedback
D1
Low Competence
High Commitment
•New to task or goal,
inexperienced
•Eager to learn, willing
to take direction
•Enthusiastic, excited,
optimistic
•Confidence based on
hopes and transferable
skills, not reality

41. 41
S4-Delegating
Allowing/trusting
Confirming
Empowering
Acknowledging
Challenging
D4
High Competence
High Commitment
•Recognised by others
as an expert
•Consistently competent;
justifiably confident
•Trusts own ability to work
independently; self-assured
•Inspired; inspires others
•Proactive; may be asked to
do too much

42. Total Quality Management
(TQM)
Created in world of business but has strong influence on
leadership practices in education
Five Basic Factors
1. Change Agency – leader’s ability to stimulate change in the
organization.
2. Teamwork – Effective leader not only involved in establishing
teams, but also sees to their viability by providing necessary
resources and support.
3. Continuous Improvement – Leader must invite continuous
improvement into the organization and keep it alive by keeping the
goals of the organization up front in the minds of employees
4. Trust Building - Involves creating climate in which employer and
employees perceive organization as “win-win” environment.
Leaders establish atmosphere of trust by their daily actions.
5. Eradication of Short Term Goals – Elimination of goals that are
highly numerical and are short term. Effective leader not only helps
establish the criteria around which goals are established, but all
participate in the goals design and implementation.

43. Continuous Improvement
• Philosophy that seeks to
make never-ending
improvements to the
process of converting
inputs into outputs.ie
Teaching and Learning into
Improved academic results
• Kaizen: Japanese word for
continuous improvement.

44. PDCA Cycle repeated to create
continuous improvement
Time
Performance
“Continuous”
improvement
Plan
Do
Check
Act

45. Emotional Intelligence (EI / EQ)
“Anyone can become angry
… that is easy.
…But to be angry with the
right person, to the right
degree, at the right time,
for the right purpose, and in
the right way … that is not
easy.”
(Aristotle)

46. What is Emotional Intelligence?
“The capacity for
recognising our
own feelings and
those of others, for
motivating
ourselves, for
managing emotions
well in ourselves
and in our
relationships.”
(Goleman, 1995)

47. What is Emotional Intelligence?
 the ability to perceive emotions
 the ability to access and generate emotions
so that it assists thought
 the ability to understand complex emotions
and emotional knowledge
 the ability to reflectively regulate emotions
so as to promote emotional and
intellectual growth

48. Emotion Regulation 1
You and your partner have got into an argument that
has escalated into a shouting match; you’re both upset
and, in the heat of the anger, making personal attacks
you don’t really mean. What’s the best thing to do?
a. Take a 20 minute break and then continue the
discussion
b. Just stop the argument – go silent, no matter what
your partner says
c. Say you’re sorry and ask your partner to apologise
too
d. Stop for a moment, collect your thoughts, then state
your case as precisely as you can

49. But How DO YOU actually regulate your
emotional reactions?
Emotion Regulation 2

50. Four Basic Components of EI
Self -
awareness
Self -
management
Social awareness
Relationship
management

51. What Does High or Low EI Look
Like?
 'I feel...'
 Open expression of emotions
 Not preoccupied with
negative emotions
 Can identity the feelings of
others
 Emotionally resilient
 Decisions based on feelings
and logic
 Accepts self and others
 Good listener
 Talks about problems
 'You always make me feel....'
 Cannot share feelings verbally
 Negative feelings dominate
 Not perceptive to others'
feelings
 Carries grudges, unforgiving
 Acts without reasoning or logic
 Not accepting of self or others
 Poor listener
 'Hits out' when there is a
problem
HIGH LOW

52. So Why is EI Important?
High EI individuals compared to those low on EI are:
 Less aggressive
 More empathic
 Happier
 Have fewer unauthorised absences from school
 Less depressed
 Less stressed
 Higher self-esteem
 Less lonely
 Better quality friendships and intimate relationships

53. Emotional
Intelligence Video
53

54. Servant Leadership
• Servant Leadership is a leadership philosophy first
espoused by Robert Greenleaf in his 1970 essay, “The
Servant as Leader.”
• Servant leaders are servants first and leaders later. They
have a natural inclination to serve, and such a conscious
choice makes them aspire to lead.
• Contrast to the traditional leaders who aspire to lead to
assuage an unusual power drive or to acquire material
possessions
• Management writers such as Ken Blanchard, Stephen
Covey, and others have reinforced the Servant
Leadership Theory.
54

55. Servant Leadership
Includes the faculty
and staff in the
decision-making
process and
empowers them to
act, making
servant leadership
a form of
democratic
leadership. 55

56. Servant Leadership
• The servant leadership framework places great
importance on teamwork and relationship building. Each
person in the team plays different roles at different times
based on their expertise rather than by their rank or title.
• Enabling each member to play a significant role
generates an infectious energy that helps organizations
fulfill their goals and mission, especially during periods of
transformation.
56

57. 10 Characteristics of a Servant Leader
(Spears, 2002)
1. Listening - acknowledging the viewpoint of
followers and validating these perspectives.
2. Empathy – “standing in the shoes” of another
person and attempting to see the world from that
person’s point of view.
3. Healing – in helping followers become whole,
servant leaders are themselves healed.
4. Awareness – understanding oneself and the
impact one has on others.
57

58. 10 Characteristics cont.
5. Persuasion – creates change through
gentle, nonjudgmental argument.
6. Conceptualization – the ability to be a
visionary for an organization.
7. Foresight – the ability to predict what is
coming based on what is occurring in the
present and what has happened in the past.
58

59. 10 Characteristics cont.
8. Stewardship – carefully managing the
people and organization one has been
given to lead. Holding the organization in
trust for the greater good of society.
9. Commitment to the Growth of People –
treating each follower as a unique person
with intrinsic value beyond what he/she
contributes to the organization.
10. Building Community – allowing followers
to identify with something greater than
themselves that they value.
59

60. What Do School Servant Leaders Do?
What do servant leaders do? Specifically, what do school
leaders who want to be servant leaders do? Using Ken
Blanchard’s framework for what servant leaders do, here’s
what servant school leaders do.
60

61. SERVE
S See the Future. School leaders who are servant leaders:
•have a vision.
•They know the destination for the
school.
•They know where the school currently is
and want to take it to the next
destination.
E Engage and Develop
People
School leaders who are servant leaders:
•Treat all school staff right because that is
right.
•Work to turn the school hierarchy upside
down.
•Focus on developing people to fit into
the school’s future and inverted hierarchy.
61

62. SERVE
R Reinvent Continuously School leaders who are servant leaders:
•Reinvent themselves continuously.
•Instill the desire for improvement and
reinvention in the whole school.
•Change the school’s structure when it no
longer serves the needs of kids. This
means always keeping in mind that the
school is there for the kids not the other
way around.
V Value Results and
Relationships
School leaders who are servant leaders:
•Value both results and relationships with
students, teachers, staff, parents, and
broader community.
•Maintain high expectations for those
results and relationships.. 62

63. SERVE
Embody the Values:School leaders who are servant
leaders: Build all leadership on
trust.
Northouse - Leadership Theory and Practice, Sixth Edition © 2012 SAGE Publications, Inc. 63
Ultimately, if we want schools to be successful. the kind of
leader is most important. Servant leadership can bring more
success than any other type of leadership. as Blanchard
states: “Life is all about the choices we make as we interact
with each other. We can choose to be self-serving or serving.”
Servant school leaders choose to serve.

64. Ego & Servant Leadership
“When you start thinking more of yourself than you
should, that’s when you start pushing and shoving for
credit and thinking leadership is about you rather than
those who are led.”
It is impossible to serve others in the leadership role when
all you’re concerned about is whether you’ll get the credit.
We’ve all worked for school administrators where
everything done in the school or system is all about them,
and they usually don’t last long. They move on to the next
job that’ll feed their ego.
64

65. Ego & Servant Leadership
• Blanchard says that the second way that ego gets in
the way of becoming a servant leader is through self-
doubt and fear.
• It is quite difficult to serve others when you are too busy
nursing fears of inadequacies and doubt.
• School administrators caught in this ego trap can’t be
effective leaders because they are too busy trying to
hide their faults and shortcomings, and God forbid
that someone should point those out to them.
• They will strike back with a vengeance.
65

66. Video
Simon
Sinek:
“Leaders
Eat Last”

67. Small Group Discussion
Would the model of Servant
Leadership be applicable in your
setting?
Please give reasons why or why
not.
With those at your table, please discuss:

68. What leadership style makes for
an Effective Principal?

69. Design an Effective Principal
Spend 10 minutes
thinking about the
qualities of an Effective
Principal.
Write them down then
pair and share your ideas
with the person next to
you. Discuss your
choices.
Be ready to share your
points with the group

70. • Passion
• Drive
• Energy
• Humility
• Presence
Personal Qualities
• Caring
• Commitment
• Fairness
• Focus
• Professional

71. Professional qualities
71
• Have vision
• Lead by Example
• Have depth of relevant
experience
• Knowledgeable about
everyone’s roles and
responsibilities
• Have integrity
• Trustworthy

72. Essential Attributes of An
Effective School Leader
• 1. The Communicator –
a genuine and open
human being with the
capacity to listen,
emphasize, interact and
connect with individual
students, parents and
teachers in productive,
helping and healing
ways, as well as the
ability to teach, present
and motivate people in
larger group settings.
• 2. The Educator – a self-
directed instructional
leader with a strong
intellect and personal
depth of knowledge
regarding research-based
curriculum, instruction
and learning who
motivates and facilitates
the intellectual growth
and development of self,
students, teachers and
parents.
72

73. • 3. The Envisioner – an
individual who is
motivated by a sense of
calling and purpose,
focused on a vision of
what schools can be,
and guided by a
mission that has the
best interests of all
students at its core.
• 4. The Facilitator – a
leader with outstanding
human relations skills
that include the abilities
to build individual
relationships with
parents, teachers and
students; collaborative
teams with staff
members and parents;
and a schoolwide
community of leaders.
73

74. • 5. The Change
Master – a flexible,
futuristic and realistic
leader, able to
motivate as well as
manage change in an
organized, positive
and enduring fashion.
• 6. The Culture
Builder – an
individual who
communicates (talks)
and models (walks) a
strong and viable
based on
achievement,
character, personal
responsibility and
accountability.
74

75. • 7. The Activator – an
individual with gumption
(e.g., drive motivation,
enthusiasm, energy,
spunk and humor)
enough to share with
staff, parents and
students.
• 8. The Producer – a
results-oriented individual
with a strong sense of
accountability to
taxpayers, parents,
students and teachers
who translates high
expectations into
intellectual development
and academic
achievements for all
students.
75

76. 9. The Character
Builder – a role model
whose values, words
and deeds are marked
by trustworthiness,
integrity, authenticity,
respect, generosity and
humility.
10. The Contributor –
a servant-leader,
encourager and enabler
whose utmost priority is
making a contribution to
the success of others.
76

77. The
Principal
Instructional
Leadership
School
Climate
Human
Resources
Management
Organizational
Management
Professionalism
Communication
& Community
Relations
General Principals Responsibilities

78. Instructional Leadership
• Building a Vision
• Sharing Leadership
• Leading Learning Community
• Using Data
• Monitoring Curriculum & Instruction

79. School Climate
• Positive Climate
• High Expectations
• Practice of Respect

80. Human Resources Management
• Selecting Quality Teachers & Others
• Inducting & Supporting Staff
• Providing Growth Opportunities
• Retaining Quality Staff
• Evaluating Teachers

81. Hiring
Effective principals know the hiring
system and use the information to gain
access to the best possible candidates.
Hallinger & Heck, 1996

82. Teacher Evaluation &
Development

83. Organizational Management
• Safety
• Daily Operations
• Facilities Maintenance
• Securing & Using Resources

84. Communication &
Community Relations
• Effective Communicator
• Communicate with Families
• Communicate with Larger Community

85. Professionalism
• Ethical Standards
• Role Model
• Professional Development for the
Principal

86. Influences on Student Achievement:
Explained Variance
Students
50%Peers
5-10%
School
5-10%
Home
5-10%
Teachers
30%
Hattie, http://acer.edu.au/documents (2003)

87. Leadership is key –
to improving teaching & learning
“Leadership is second only to
classroom instruction among all
school related factors that contribute
to what students learn at school.”
― How Leadership Influences Student Learning, Kenneth
Leithwood, et al, University of Minnesota, University of Toronto, 2010
Page
87

88. Especially in difficult situations
“…there are virtually no documented
instances of troubled schools being turned
around without intervention by a powerful
leader.”
― How Leadership Influences Student Learning, 2004
Page
88

89. WHAT ARE THE LEADERSHIP
CHARACTERISTICS OF OUTSTANDING
PRINCIPALS?
Clear vision and purpose
• Imagination;
• Very high expectations;
• Ambitious for students and for the school
• Get the best out of people
• Motivate:
• Provide opportunity;
• Promote professional development;
• Encouraging initiative;
• Show interest and are generous with praise;
• Build teams and empower them;
• Distribute responsibility and accountability

90. • Lead by example Role models
• Approachable Open door policy
• Innovative Encourage, open-minded, trust
staff
• Determined and decisive Highly focused on
what matters
• Focus on quality Monitor and evaluate
performance
Northouse - Leadership Theory and Practice, Sixth Edition © 2012 SAGE Publications, Inc. 90
WHAT ARE THE LEADERSHIP
CHARACTERISTICS OF OUTSTANDING
PRINCIPALS?

91. “The most effective schools have
outstanding and well-distributed
leadership” (Ofsted)
Level 5 Leadership (Collins)
• Ambitious for their
companies not themselves
• Set up successors to
succeed
• Self-effacing, not ego-driven
• Fanatically driven, need
sustained results
• Attribute success to others
Outstanding leaders
(Ofsted)
• Drive , determination and
sense of purpose
• Grow leaders and
distribute leadership
• Emotional intelligence
• Strive for the maximum
success for every student
• Believe in people

92. The Power of
Teamwork
92

93. The Effective Schools Model
What makes an “effective”
school?
Research shows the
following…
CLEAR AND FOCUSED
MISSION
STRONG
INSTRUCTIONAL
LEADERSHIP
OPPORTUNITY TO
LEARN
FREQUENT
MONITORING
SAFE AND ORDERLY
ENVIRONMENT
POSITIVE
HOME-SCHOOL
RELATIONS
HIGH
EXPECTATIONS

94. WHICH LEADERSHIP FUNCTION HAS THE
GREATEST IMPACT ON LEARNING?
LEADERSHIP DIMENSION (Robinson,2007) EFFECT SIZE
Estimate
1. Establishing goals and expectations 0.35
2. Strategic resourcing 0.35
3. Planning, co-ordinating and evaluating teaching
and the curriculum
0.42
4. Promoting and participating in teacher learning
and development
- Leadership that not only promotes but directly
participates with teachers in formal or informal
professional learning
0.84
5. Ensuring an orderly and supportive environment 0.27

95. The Mission of Principals Related to Professional
Development (PD)
Well read and educated in
latest research
“THE IDEAL PD PRINCIPAL”
Analyzes impact
on campusSensitive to students
and community
Thinks forward and
consequentially

96. HOW DOES LEADERSHIP DIFFER
FROM MANAGEMENT?
View 1. Distinction (Kotter 1990)
• “Management is about producing order and
consistency”
– Minimum operating standards
– Quality assurance; monitoring, evaluation etc.
• “Leadership is about generating constructive
change”
– Raising expectations, doing things better
petermatthewsassociates@googlemail.com

97. HOW DOES LEADERSHIP DIFFER
FROM MANAGEMENT?
View 2. Hierarchy (Collins 2001)

98. 98

99. WHAT DIFFERENCE DOES TEACHING
MAKE TO CHILDREN’S PROGRESS?

100. Student with low-
performing teacher**
37th percentile
Student with high-
performing teacher* 90th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two students with
same performance
Age 8 Age 11
Sanders and Rivers
Consistent high quality teaching is the most important
factor driving the performance of students

101. low quality
professional learning
Ineffective
teacher
high quality
professional learning
Great teacher
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
Two teachers with
same performance
Year 0 Year +3
50th percentile
Consistent quality of continuing professional development is by
far the most important factor driving the performance of teachers
petermatthewsassociates@googlemail.com
90th percentile?
37th percentile?

102. HOW DO GOOD SCHOOLS
BECOME GREAT?
BUILD UP
WHAT’S INSIDE
THE
BLACK BOX?GOOD RESULTS
GREAT RESULTS
The Effect of the
Principal

103. ACHIEVING EXCELLENCE
• Having vision, values and
high expectations
• Attracting, recruiting,
retaining and developing
staff
• Establishing disciplined
learning and consistent staff
behaviour
• Assuring the quality of
teaching and learning
• Leading, and building
leadership capacity
• Providing a relevant and
attractive curriculum
• Assessment, progress-
tracking and target-setting
• Inclusion: students as
individuals
Twelve outstanding secondary schools: Excelling against the odds Ofsted & Matthews, England 2009
INSIDE
THE
BLACK BOX
The Principal

104. Global School Reform
• All current school reform efforts aim to improve
teaching and learning leaders must also, for
example, be able to help their colleagues
understand how the externally-initiated reform might
be integrated into local improvement efforts,
• provide the necessary supports for those whose
practices must change
• and must win the cooperation and support of
parents and others in the local community.
• So “effective” or “successful” leadership is critical to
school reform.
Northouse - Leadership Theory and Practice, Sixth Edition © 2012 SAGE Publications, Inc. 104

105. WHERE IS LEADERSHIP GOING?
petermatthewsassociates@googlemail.com
National prescription
Schools leading reform
Prescription ProfessionalismBuilding capacity
Central leadership
Heavy bureaucracy
Focus on system compliance
Principals as managers
Local and distributed leadership
Greater autonomy
Focus on personalised learning
Principals as leaders of learning
(Adapted from Hopkins)
A
C
B

106. Fatal Flaws that Must Be Fixed to
Succeed
• Inability to learn from mistakes – hearing about what’s
wrong and not fixing it
• Lack of core interpersonal skills and competencies – too
nice or too much like a bully
• Lack of openness to new or different ideas
• Lack of accountability – with staff, with upper management,
with partners or in groups, doing the right thing, getting the
right thing done
• Lack of initiative – not getting things done, following
through, helping others get things done, only being
responsive and not proactive
Zenger and Folkman

107. The Principal’s Impact
on Student Achievement
Let’s Play
Two Facts and a Lie

108. Instructional Leadership
1. Principals of high-achieving schools have a clear vision
and communicate to all stakeholders that learning is the
school’s most important mission.
2. A transformational leadership style yields greater student
achievement effects than an instructional leadership style.
3. Effective principals understand that they cannot reach
instructional goals alone, so they distribute leadership
across their schools, which in turn contributes to
sustainable improvements within the school organization.

109. Instructional Leadership
1. Principals of high-achieving schools have a clear vision
and communicate to all stakeholders that learning is the
school’s most important mission (Cotton, 2003; Marzano, Waters, & McNulty,
2005; Zmuda, Kuklis, & Kline, 2004).
2. FALSE! A transformational leadership style yields greater
student achievement effects than an instructional
leadership style. There is growing evidence that basic
“instructional” leadership activities have a greater impact on student
learning than a focus on transformational leadership (Hattie, 2009).
3. Effective principals understand that they cannot reach
instructional goals alone, so they distribute leadership
across their schools, which in turn contributes to
sustainable improvements within the school organization
(Blasé & Blasé, 1999; Hargreaves & Fink, 2003).

110. School Climate
1. There is a positive relationship between school climate
and leadership, which affects overall school effectiveness.
2. Attempting to change the prevailing culture of a school is
one of the more time-consuming, yet easiest tasks of the
school leader.
3. Relationship-building and stakeholder involvement are of
fundamental importance in establishing and sustaining
school success.

111. School Climate
1. There is a positive relationship between school climate
and leadership, which affects overall school effectiveness
(Barth, 2002; Hallinger, Bickman, & Davis, 1996; Marzano, Waters, & McNulty, 2005; Villani, 1997).
2. FALSE! Attempting to change the prevailing culture of a
school is one of the more time-consuming, yet easiest
tasks of the school leader. Attempting to change the prevailing
culture of a school is one of the more difficult tasks of the school
leader (Barth, 2002; Fullan, 2001).
3. Relationship-building and stakeholder involvement are of
fundamental importance in establishing and sustaining
school success (Cotton, 2003; Fullan, 2001; Kytheotis & Pashiartis, 1998; Marzano,
Waters, & McNulty, 2005).

112. Human Resources Management
1. The principals of effective schools work with ineffective
teachers over an extended period of time to improve their
performance.
2. Effective administrators provide the time, resources, and
structure for meaningful professional development and
recognize the teacher leadership within the building.
3. Principals who are risk takers and who help in problem
solving are more likely to empower and retain teachers.

113. Human Resources Management
1. FALSE! The principals of effective schools work with
ineffective teachers over an extended period of time to
improve their performance. Principals of effective schools expect
ineffective teachers to change, or they are removed (Mendro, 1998).
2. Effective administrators provide the time, resources, and
structure for meaningful professional development and
recognize the teacher leadership within the building (Blasé &
Blasé, 2001; Cotton, 2003; Drago-Severson, 2004; Fullan, Bertani, & Quinn, 2004).
3. Principals who are risk takers and who help in problem
solving are more likely to empower and retain teachers
(Blasé & Blasé, 2001; Charlotte Advocates for Education, 2004).

114. Organizational Management
1. Maintaining a safe and orderly environment can affect
teaching and learning positively and is therefore a
fundamental responsibility of school administrators.
2. Principals of effective schools respect teachers’ skills and
judgment, but limit their autonomy in organizing and
managing their classrooms.
3. The principal’s skill in organizational management (e.g.,
hiring, providing PD, managing budgets) has a greater
impact on school effectiveness than observing in
classrooms.

115. Organizational Management
1. Maintaining a safe and orderly environment can affect
teaching and learning positively and is therefore a
fundamental responsibility of school administrators (Cotton,
2003; Lashway, 2001; Marzano, Waters, & McNulty, 2005; Shellard, 2003).
2. FALSE! Principals of effective schools respect teachers’
skills and judgment, but limit their autonomy in organizing
and managing their classrooms. Effective principals allow their
teachers considerable autonomy in managing and organizing their
classrooms (Cotton, 2003).
3. The principal’s skill in organizational management (e.g.,
hiring, providing PD, managing budgets) has a greater
impact on school effectiveness than observing in
classrooms (Horng, Klasik, & Loeb, 2009).

116. Communication &
Community Relations
1. Successful school leaders must be able to work effectively
with parent, community, business, and government
representatives.
2. Relationship-building and stakeholder involvement are of
fundamental importance in establishing and sustaining
school success.
3. While important, principals seldom lose their jobs for
negative interpersonal relationships.

117. Communication &
Community Relations
1. Successful school leaders must be able to work effectively
with parent, community, business, and government
representatives (Leithwood & Riehl, 2003).
2. Relationship-building and stakeholder involvement are of
fundamental importance in establishing and sustaining
school success (Cotton, 2003; Fullan, 2001; Kytheotis & Pashiartis, 1998; Marzano,
Waters, & McNulty, 2005).
3. FALSE! While important, principals seldom lose their jobs
for negative interpersonal relationships. The number one
reason that principals lose their jobs is for negative interpersonal
relationships (Davis, 1998).

118. Professionalism
1. Effective principals communicate and model core values
through their interactions with students and teachers; most
importantly, they model that they care for and have a
genuine concern for children.
2. Effective principals balance responsibilities associated
with educating students with the needs of teachers.
3. Effective principals should receive professional
development that focuses mainly on their roles and
responsibilities.

119. Professionalism
1. Effective principals communicate and model core values
through their interactions with students and teachers; most
importantly, they model that they care for and have a
genuine concern for children (Cotton, 2003).
2. Effective principals balance responsibilities associated
with educating students with the needs of teachers (Gross &
Shapiro, 2000; Tschannen-Moran, 2004)
3. FALSE! Effective principals should receive professional
development that focuses mainly on their roles and
responsibilities. Just as important as a focus on roles is
professional development with a focus on the nuances of context that
affect their decisions. The when and why are just as critical as the
what and how (Waters & Grubb, 2004).

120. Overall Impact of Principals
1. The quickest way to change the effectiveness of a
school, for better or worse, is to change the principal.
2. The principal variable accounts for between 2% and 8%
of the variance in student test scores.
3. Principals in high performing schools place higher
pressure on their teachers to perform well on
standardized tests.

121. Overall Impact of Principals
1. The quickest way to change the effectiveness of a school,
for better or worse, is to change the principal.
2. The principal variable accounts for between 2% and 8%
of the variance in student test scores.
3. False! Principals in high performing schools place higher
pressure on their teachers to perform well on
standardized tests. “Principals in lower performing schools are
more likely to modify their leadership focus to place a greater
emphasis on improving test scores. Principals in higher performing
schools seemed to focus on educating the whole child rather than
simply concentrating on raising test scores” (Reed et al., 2001).

122. Quiz “Grading”: How’d You Do?
# of Correct
Answers Classification
6 – 7 Major genius
4 – 5 Regular sort of genius
2 – 3 Not too bad
1 Thanks for playing; please try again
0 Good news! Zero is as low as you can go!

123. The Power of ONE
Video
123

124. What will you do when you go back to
the office?
• Please try to discuss with close colleagues
some new ideas you gained from this
workshop.
• Choose at least one action you will take to
enhance your effectiveness as a leader –
for yourself or others
• Share that with someone(s) you can trust.
• Take action!