1. Collegiality
Collegiality is the existence of high levels of collaboration

2. among teachers
between teachers and principal
and is characterized by mutual respect

3. shared work values
Cooperation
…and specific conversations about teaching and learning.

4. Collegial School Principal
Teachers described their principal as,
1. Supportive
2. Collective problem solving
3. Collective learning

5. Congeniality
Congeniality is friendly human relationships that exist among teachers and …..

6. which is characterized by
the loyalty,
trust
and easy conversation

7. All of those result from the development of a closely knit social group.

8. Congeniality School Principal
Teachers described their principal as,
1. Isolated
2. Alienated

9. Understanding Quality Control
Ordinary Leaders: the quality control is a management problem.
Solution: Coming up with the right controls, such as;
1. scheduling
2. prescribing
3. programming
4. testing and checking.

10. Understanding Quality Control
Successful Leaders: the quality control is cultural.
Solution: is in the minds and hearts of people at work.
1. purposing
2. enablement
3. leadership density
4. collegiality
5. intrinsic motivation

11. Valuing Simplicity
For highly successful principals, small is beautiful and simple is better.
Simplicity emphasizes on what needs to be accomplished and how best to do it without undue emphasis on protocols and procedural matters.

12. Reflection in Action
Leaders of highly successful schools view with suspicion quick fixes, sure-fire remedies, and one-best-way prescriptions for teaching and learning, supervision and evaluating.

13. Successful principals resist accepting a direct link between research and practice. They believe that the purpose of research is to increase one’s understanding and not to prescribe practice.

14. Leadership by Outrage Leaders in traditional management should be;
1. cool
2. calculated
3. reserved in everything they say or do.

15. Successful leaders bring to their practice;
1. sense of passion
2. risk taking
3. feeling
4. time

16. Leadership by outrage is a symbolic act that communicates importance and meaning and that touches people in ways not possible when leadership is viewed only as something objective and calculated.

17. Distributed Leadership
If leadership is a practice shared by many then it must be distributed among those who are in the right place at the right time and among those who have the unique competence to get the job done correctly.

18. Unique competence requires,
1. who
2. with necessary ability
3. take responsibility

19. Leadership involves the,
1. identification
2. acquisition
3. allocation
4. coordination
5. use of social, materials, and cultural resources to establish the conditions for teaching and learning.

20. Distributed leadership focuses on how leadership practice is distributed among both positional and informal leaders.

21. Reciprocity is Key
Roles are markers that help define what a person should do.
Roles are definers for contracts.
For example; my role is fly the airplane and your role is to navigate. We need each other to have a successful trip.

22. Roles are definers for covenants.
The most sacred obligations and commitments we have
1. toward each other
2. toward the school
3. toward its purposes.

23. The Worth of the Leadership Values
None of the leadership values considered alone is powerful enough to make the difference in bringing about quality schooling.
Practicing
Emphasizing management
Providing controls and regulations

24. Constructivist Leadership
Constructive Leadership is a reciprocal process that enables members of a school community to construct meaning that leads toward a common purpose.
Building capacity among people and in schools.
Promotes learning and encourages acceptance of a collective responsibility.

25. A Community of Leaders