Group+6+Assignment

Utilizing the five forces of leadership discussed in the chapter **//(Technical, Human, Educational, Symbolic and Cultural)//**, identify at least one example for each force that group members have noted from either principals, assistant principals or other school leaders. With each of the five examples, reference an ISLLC standard that was either followed or violated.
 * Chapter 6 **
 * Case Study **


 * Technical Force **The principal that I am interning for is definitely a “management engineer”. He is a master at planning, organizing, coordinating, and scheduling. He is a very good manager, but I believe that he is a “micro-manager”. “The goal for principals is to become a leader of leaders” (ch. 6 ppt.) My principal asked me to write the last six weeks letter to the parents. After I wrote it and submitted it to him, he re-wrote it in the first person as though he were me. He didn’t give me suggestions. He didn’t give me guidance as to what needed to be changed (as I would have gladly done). He just re-wrote the letter as though he were me. I was forced to approach him and tell him that I was uncomfortable taking credit for a letter that I had not written. I couldn’t have my name on a letter that was not mine. I think that he meets ISLLC standard 3.0 because he has the ability to manage the organization (especially time-management) and it's operations. However, he did not meet the ISLLC 3.2 a (the administrator will involve staff in conducting operations... using appropriate and effective ...communication). Because he did not guide the writing and instead completly changed it, making it his own, he was not involving staff. Although it may have been unintentional, I think he is in violation of ISLLC standard 5.1 a (Acts with integrity....engage in honest interactions) because it was unethical for him to expect me to put my name on a letter that I had not written.


 * Human Force **I saw our school counselor, who happens to be “the next one in charge”, be our “human engineer”. She is definitely the “quilt maker” of the school, stitching the fabric, stitch by stitch. She is wonderful at developing relationships among the teachers, among students and teachers, and among parents and teachers. She seemed to know how to motivate a child to want to try harder, to excel, and she knew just the right encouraging words to say to a struggling teacher with a disobedient student. I think that she just really grasped the culture of the kids and the community and knew how to communicate and meet their needs. She meets ISLLC 4, and more specifically ISLLC 4.1 a as she demonstrates the ability to bring together the resources of family members and community. She collaborates well with families and other community members, and she responds to community interests and needs (ISLLC 4.2 a). She also meets ISLLC standard 6 because she understands the larger context. She understands the complex causes of poverty, for example, and other disadvantages and their effects on families, communities, children, and learning. (Demonstrates 6.1 f. - ability to analyze and describe the cultural diversity in a school community and f. - ability to explain theories of change and conflict resolution and the appropriate application of those models).


 * Educational Force ** My school system is one of two in the Nation who is receiving a Federal Grant that is placing an “i-pod” in the hands of each student this coming fall. Almost every classroom had them this last year and I was amazed at what the students were doing with them. Their reading comprehension scores and math scores alone have increased dramatically in the last five years. We have won Title I awards for the last couple of years. Ours SOL scores have been increasing dramatically. Our school system is very excited at our results. We give a lot of this credit to our leadership. Our adminsitrator has turned our school around. It was doing well, but now it is doing exceedingly well. His focus on educational program development, curriculum development, staff development, etc. has lead to a successful outcome. He meets ISLLC standard 2.0 because he is promoting a positive school culture and providing an effective instructional program. He knows and applies "best practice" to student learning. (ISLLC 2.1 a - promote positive school culture using context-appropriate strategies that capitalize on diversity, 2.2 a- facilitate activites that apply principals of effective instruction, 2.2 c - abiltiy to use and promote technology anf information systems to enrich curriculum, 2.3 b. - apply human development theory, proven learning and motivational theories (students are motivated to use the ipods), 2.4 a. - implement well-planned context appropriate professional development).


 * Symbolic Force **I also witnessed my principal seeking out and spending time with students. He was very good in front of a mass group of people at ceremonies or meetings. I think he was a good “duck”. He played the part well of making it look like all was calm on the surface, when in reality all chaos was occurring underneath the surface. He meets ISLLC standard 4 (Specifically 4.2 a - active involvement within the community including interactions with individuals and groups with conflicting perspectives - he was able to relate to a wide variety of students regardless of background, ethnicity, and socioecenomic status) by responding to community interests and needs. He also meets ISLLC standard 6.0 by understanding the larger context with the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups.


 * Cultural Force **I think the biggest way I see our school system grasp the culture is by inviting in the different cultures that are present in our community into our school. We have a diverse culture in Radford and so we have tried to incorporate that into our school system. We have had the students place art work in the hallways, permanently, that embraces their specific culture. We have invited story tellers from the area to come in and tell us more about their specific culture, myths, legends, etc. All of this creates our own culture. This meets ISLLC standard 4.0 by responding to community interests and needs (4.1 a. - bringing together resources of family members and the community and 4.2 a - demonstrate active involvement within the community, including interactions with individuals with conflicting perspectives). ISLLC 4.3 c. is also met because the school uses public resources and funds appropriately and effectively to encourage to provide new resources to address emerging student problems. By embracing the varitey of cultural differences and helping to educate students about other cultures, tolerance is cultivate. This is a proactive approach to preventing bullying that may occur due to cultural differences. It also meets ISLLC standard 6.0 by influencing the larger context when applying his understanding of the larger political, social, economical, legal, and cultural context to develop activities and policies that benifit students and their families, and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.

Carolyn Mitchell-agree (6-24-10) Great Job! Jodi Davidson - agrees (6-25-10) Looks great to me! Melissa McDaniel (6-26-10) Added ISSLC support 7/8/2010 Christy Bowman-agree (6-28-10) Keli Jessie agree (6-28-10) added ISLLC support 7/8/10