SAM Administrative Institute Supported by the International Center for Leadership in Education SAM Administrative Institute Supported by the International Center for Leadership in Education EMPOWERMENT

Building Effective Relationships with Your Staff Paul F. Ezen

Agenda Review of Quadrant D Leadership Empowerment We Lead Data on Relationships Relationship Model Activities Final Thoughts Q and A

Margaret Mead " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” School leadership is a disposition for taking action. Quadrant D Leadership is the collaborative responsibility for taking action to reach the future oriented goal of the intellectual, emotional and physical needs of each student. Definition of Leadership

“A Disposition for Taking Action”

Rigor/Relevance Framework Allows Leaders to: Reflect on Practice Identify Levels of Leadership Build a Strong School Culture And……..

Aspire to be a Quadrant D School

Quadrant A – Acquisition (Position) Traditional Leadership School Manager Leaders decide, others act

Quadrant B - Application Application of Leadership by Administration and Staff The Staff Works in a Highly Collaborative Setting Actions are: –Not Confused with Sending a Problem to a Higher Level/Authority and Waiting for a Decision –Aligned with School Goals

Quadrant C – Assimilation (Research and Best Practices) Reflective and Innovative Anticipation of the Future School Goals are Developed Based on the Needs of Students Student Needs Drive Action

Quadrant D - Adaptation (Disposition) Adaptive and Collaborative Reflective and Innovative Coherent Vision Committed to Preparing All Students for His/Her Future Staff and Students are Empowered to Take a Significant Leadership Role

Skills and Abilities  Coherent Vision  Instructional Leadership  Empowerment  Personal/Social/Emotional

Empowerment Empower school stakeholders by: –Establishing and maintaining positive relationships with staff, students, and stakeholders –Clear and static free communication that allows for the growth of a commitment to a common purpose and equal access to information –Developing trust that allows for the growth of productive professional learning communities –collaboration and sharing of successful practices within and outside of the school

Adapted: Dimensions of ……….Engagement 1. Positive Body language – ………..exhibit body postures that indicate they are paying attention to the others 2. Consistent Focus – All ……..are focused on the learning activity with minimum disruptions. 3. Verbal Participation – …….express thoughtful ideas, reflective answers and questions relevant or appropriate to learning. 4. Confidence – ……..exhibit confidence and can initiate and complete a task with limited coaching and can work in groups. 5. Fun and Excitement – ………exhibit interest and enthusiasm and use positive humor. ACTIVITY: Plus/Minus –How do these dimensions impact your relationships as a staff?

AllSTATEMENT 61%The right people are in leadership roles at this school. 60%The school administration creates a climate of trust. 68%I trust my colleagues will act in my best interest. 63%I trust that school administrators will act in my best interest. 52%Poor staff performance is not tolerated at this school. Empowerment Trust Communication Relationships We Lead Data

AllSTATEMENT 69%There is strong communication between school administration and staff. 38%Informal communication among staff is often distorted by individuals and groups with their own agenda. 90%I communicate effectively with my colleagues. 56%I have adequate opportunities to contribute to school wide decisions. Empowerment Trust Communication Relationships We Lead Data

AllSTATEMENT 55%School administrators see me as a leader. 84%I see myself as a leader. 66%Staff are provided with opportunities to network. 72%School administration recognizes the achievements of the staff. Empowerment Trust Communication Relationships We Lead Data

We Lead Comparison Questions Empowerment Indicators Total in Agreement Q6. The school administration clearly communicates the goals of the school to the staff 76% Q36. I understand the mission and vision of the school 88% Q43. I trust my colleagues will act in my best interest. 43% Q45. I trust the school administration will act in my best interest. 63%

We Lead Comparison Questions Empowerment Indicators Total in Agreement Q15. School administrators see me as a leader. 55% Q37. I see myself as a leader.84% Q1. There is strong communication between school administration and staff. 70% Q55. I communicate effectively with my colleagues. 90%

We Lead Comparison Questions Empowerment Indicators Total in Agreement Q19. The school administration creates a climate of trust. 60% Q53. The school administration keep staff confidentially. 70% Q13. School administration recognizes the achievements of staff. 72% Q48. Staff morale at this school is high49%

We Lead Activity: How do you improve in one area from the We Lead Empowerment data? –Vision –Empowerment –Management –Culture of Learning List Some strategies Share

Relationships Collaborative Teachers as Leaders Groups working towards a common goal. Common vision is the focus of all work Work and play together

Communication Two way Static free Continuous Various sorts Internal and external Important

Trust Built not assumed Two way Common interests Believe Morale Listen

Relationship Model - Staff Collaboration 1. Known Staff know each other personally, their interests, aspirations and challenges. 2. Receptive All exhibit behaviors of interest in others, have frequent contact and respect. 3. Reactive Staff work together consistently and eagerly helps when requested. 4. Proactive Commitment in teams, mentoring new teachers and ongoing prof. development. 5. Sustained Collaboration from all staff over a significant period of time. New staff is incorporated into the culture. 6. Mutually Beneficial Staff work as total community committed to each other and to school goals.

Activity: Where are you on the staff relationship chart? How do you move 1 or 2 steps over a year or two?

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudents Think & Work StudentWork High Low

Final Thoughts Vision Empower –Communication –Relationships –Trust Focus on student success Why: Collectively we have the answer!

Questions and Answers

Activity: What do you believe a Building Leadership Team (BLT) should focus their work on? Each table discuss what those beliefs should be. Each table select 4 belief statements to post Tell us why each statement is important.

Building Level Leadership (BLT) We believe in leadership by positive examples. (drive out the negativity) We believe in a highly collaborative process of change. (Represents all the staff) We believe in continuous professional growth and the benefits of sharing instructional methods. (PLC) We believe in building and promoting the positive culture of the school. (strong communication and trust)