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Brendan Murphy

Leadership Characteristics that Facilitate School Change: Characteristics of Leaders of... - 0 views

  • While administrators' visions tend to focus on district- or school- wide instructional issues, teachers' visions tend to address teacher roles and student outcomes
  • Teachers' vision also included school changes that would result in more participatory and decision- making roles for teachers.
  • Vision, a critical leadership characteristic, is also a trait of successful executive educators
  • ...19 more annotations...
  • "leadership requires a vision. Without a vision to challenge followers with, there's no possibility of a principal being a leader"
  • The relationship between the teachers' and administrators' vision is important.
  • Administrators' vision tends to encompass the whole system or as described by Manasse (1986) their vision is an organizational vision. Teachers' vision appear to focus primarily on the individual or personal actions for school change
    • Brendan Murphy
       
      Kind of like vision and mission
  • vision is "based on personal or personalized professional values"
  • "visionary leadership demands a clear sense of personal and organizational values"
  • The first value Aplin identified was that the instructional programs were "the highest priority of the system and decisions were assessed as to whether they enhanced or threatened it"
  • The second value this superintendent had was "equity in person relationships and instructional decisions
  • "Practices of delegation, teaming, flexibility of process and incremental planning with extensive communication" (p. 11) was the third valu
  • "The fourth value held was the need to retain a high level of local control
  • .The fifth value disclosed was his belief that the quality of decision is improved if there has been free and honest disclosure among interested parties"
  • "the specific value that each superintendent seemed to exemplify was simply 'the children come first'"
  • This loyalty includes a keen understanding of the community's values as well as consistent participation in community activities.
  • while there was little difference between the activities of effective and ineffective principals, the meanings they attributed to their activities were significantly different.
  • They found that personal background factors, such as type of education, and organizational factors, such as school size, were more important than values.
  • "Principals in the high-SES effective schools expected an academic emphasis and task orientations in classrooms but encouraged teachers to implement a broad curriculum. Their counterparts in the low-SES effective schools implemented a more narrowly defined curriculum and allocated more time for basic skill instruction"
  • "The primary rewards for most teachers come from students' academic accomplishments -- from feeling certain about their own capacity to affect student development"
  • Hallinger and Murphy (1986) reported that even when the low wealth schools were achieving, teachers' expectations were lower than those for students at wealthier schools; they believed they had minimal parental support and therefore assigned less homework and stressed the basic curriculum.
  • Differences in curricular and instructional practices suggest that the manner in which staff implement curriculum and instruction is filtered through their perceptions, beliefs and expectations concerning student ability and community background
  • Effective superintendents believe that students come first; effective principals believe in meeting the instructional needs of the students. Teachers value working with students and believe that they have an impact on their achievement. They have the shared belief that students' learning is of primary importance. The literature revealed that these individuals' also shared a common value. They valued the human resources -- the contributions, talents, and efforts -- of others in their organization.
Brendan Murphy

Study: Leadership in school admins plays huge role in performance | Minnesota Public Ra... - 0 views

  • the people leading schools are more likely to affect student outcomes than other factors like poverty or geography.
  • schools shouldn't change principals just for the sake of change -- because turnover in leadership also hampers achievement.
Brendan Murphy

Leadership Skills in School and Business | School Administrator | Find Articles at BNET - 0 views

  • specialized knowledge
    • Brendan Murphy
       
      Knowledge of how to do the job
  • essential elements of leadership that often are emphasized are creative
  • fundamental premise of ethically working for the good of others
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  • According to Burns, transformational leadership is "a relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agents
Brendan Murphy

Expert Project Management - Can A Project Manager be a Servant Leader? A Reflective Cri... - 1 views

  • verbal and non-verbal signals
    • Brendan Murphy
       
      Those cues that we can't see through email and im etc....
  • people
    • Brendan Murphy
       
      Everyone is a person and has value. Similar to listening to those you wnat to silence or forming alliances with danger
  • make whole
    • Brendan Murphy
       
      Something I would expect from the Dali Lama. when things are not working perhaps there is discord in the universe.
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  • disturber and an awakener.
  • integrated, holistic position
    • Brendan Murphy
       
      Everything is connected, but you don't see that until you are woken from your slumber and can see the world for what it truely is.
  • persuasion
    • Brendan Murphy
       
      Here we go with the persuasion again.
  • think beyond
    • Brendan Murphy
       
      Kind of like seeing the big picture. or systems thinking.
    • Brendan Murphy
       
      Ok this is just the systems thinking. how everything works together
  • consequence of a decision
    • Brendan Murphy
       
      This is thinking about renewal in the future.
  • commitment to serving
    • Brendan Murphy
       
      When you make the commitment you start building trust, when you have trust then the constitutents start to take on their own leadership role, not because you asked them, but because they want to for the good of the organization.
  • committed to the growth
    • Brendan Murphy
       
      Like the learning organizations from the first reading this week. Jossey-Bass chapter 1
  • interest in the ideas and suggestions
    • Brendan Murphy
       
      Listening to people has been a theme from GARdner
  • building community
    • Brendan Murphy
       
      The theme of all the leadership so far has been you do not get your authority from fiat, but rather you earn it or it is given to you by those you lead.
  • high trust level among employees gives an organization an agility
    • Brendan Murphy
       
      Schools definately need the agility to change with the students needs.
Brendan Murphy

The Leadership Challenge - 1 views

Brendan Murphy

LEADERSHIP FOR THE 21st CENTURY: BREAKING THE BONDS OF DEPENDENCY - 1 views

  • there is no external answer that will substitute for the complex work of changing one's own situation.
  • It is one thing to say in most successful organizations members share a clear, common vision, which is true, but quite another to suggest that this stems primarily from direct vision-building, which is not. Vision-building is the result of a whole range of activities (pp. 208-209).
    • Brendan Murphy
       
      So the vision doesn't create a sense of team rather when you build a team a vision is created.
  • critical consumers
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  • 1.Respect those you want to silence. 2.Move toward the danger in forming new alliances. 3.Manage emotionally as well as rationally. 4.Fight for lost causes.
    • Brendan Murphy
       
      Are these the four guidelines they were talking about in the introduction paragraph?
    • Brendan Murphy
       
      1. I think a strong leader is not afraid to listen to those who disagree with them. I think the strongest leader listens carefully and includes the best ideas. I don't think majority rule is always the best way to run things, I think going with what the group thinks is best but tempered by vocal minorities is the best way to run a group. It is certainly better than a dictatorship, even when the dictator is the smartest and most benevolant person in the room. 2. Akin to the first guideline forming alliances with people you want to stay away from is important. They will not work to sabotage your plans if they feel their feelings are being listened to and heard. People don't think they know everything, but they do think they should be heard. If a leader is one who is known for being able to work with new groups then I think new groups will be more willing to accept an offer or collaboration. 3. We cannot inspire people without a bit of passion. While some paths may seem like the most prudent financially, or whatever, in the end the only path that will work is the one that people support. Sometimes we have to be willing to break away from what we think is the best path in order to be successful on the most loved path. 4. Everyone loves an underdog. At least we do in this time and this place. Lost causes in education are usually the causes that will bring about the most dramatic change. I think most people see schools as getting the short end of the stick in most political arenas, thus we are one big lost cause.
  • create opportunities for learning from dissonance
  • high priority on reculturing
    • Brendan Murphy
       
      Hiring and or converting existing staff to work towards a common goal
  • Articulating and discussing hope
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

  • contextual factors may influence changes aimed at improving schooling for at-risk students more than change in general.
  • "[T]rying to change any part of the system requires knowledge and understanding of how parts are interrelated" (Sarason, 1990, p. 15).
  • The need for leadership in change efforts is well documented at the school level.
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  • leadership in change efforts is well documented at the school level.
  • This method of examining change finds its roots in the cultural approach to school improvement, which suggests that "teachers and students are strongly influenced by the culture of the school, the mores, routines, and conventions about how things are done in their schools" (Deal & Peterson, 1990, p. 6).
  • at risk of failing to achieve their academic potential, dropping out of school, and/or having limits placed on their ability to function as productive adults in society.
  • the ecology, includes the inorganic elements of the school
  • The resources available, policies and rules, and size of the school are examples of this dimension of school context.
  • Culture is an expression that tries to capture the informal side of social organizations
  • Schein (1985) goes on to define culture as "the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously, and that define in a basic `taken-for-granted' fashion an organization's view of itself and its environment" (p. 6).
  • attitudes and beliefs
  • cultural norms of the school, c
  • relationships of persons inside the school
Brendan Murphy

Creating a Vision - 1 views

  • Once you have clarified your beliefs, build on them to define your mission statement which is a statement of purpose and function.
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