Keys To Successful 21 st Century Educational Leadership Part III: Future Keys Chapter 11 This...

Keys To Successful 21st Century Educational

Leadership

Part III: Future Keys

Chapter 11

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Micromanaging

• Destroys and degrades

• Causes employee apathy

• Impeding professional growth

“Micromanaging is based on a lack of faith and trust in other people.” (Fisher, 2004)

Two Types of Micromanagement

• Leaders that think they must keep their hands on all areas of the organization. They make all decisions.

• Leaders over their heads in capabilities. They use subordinates as tools for getting a job done. They use fear as a motivator and lash out when expectations are not met.

Keys to Determine Levels of Micromanaging

• Shows how to do a job and specifically tells what to do

• Devotes a lot of time overseeing projects• Irritated when not consulted about

decisions• Spends time “in the trenches”• Prefers to direct staff rather than empower(Yes answers indicate there may be

Genuine Power

• Influence by persuasion not by coercion

• Trusting that the staff is made up of competent professionals and allowing them to make decisions

• Offering support and assistance without trying to control situations

Overcoming the Fear Factor

• What causes micromanaging?

(Fear and feeling threatened)

• Must recognize micromanaging as a sign that leaders are reacting to fears and concerns

Seven Professional Development Keys to Curbing Micromanaging

1. Find a different role for micromanagers

2. Show micromanagers how focusing on results can get the job done better

3. Clearly define the roles of Educational Leaders (policies, procedures, and job descriptions)

4. Invest in continuous professional development

(Seven Keys Continued)

5. Ensure that leaders receive necessary information

6. Build a strategic plan with goals and objectives

7. Communicate!

Micromanaging is Destructive

• Seven professional development keys are critical

• They are keys of commitment to future success

• Needs, goals, and desires need to be communicated

Keys to Rehabilitating

• Traditional strategies need to be replaced

• Must reinstate the importance to education

• Develop new attitudes, beliefs, knowledge, and skills

Professional Development

Must be:

• High quality

• Relevant

• Part of the school improvement plan

Keys of Commitment to Professional Development

Professional Development must be: • a priority for the school• a required part of the school improvement

plan• Research based• Very practical and useful• Relevant• Continuous and sustainable

Commitment continued

• Shared by educational leaders

• Allocated the necessary resources

• Creative in developing times and resources for providing professional development

Conditions for Keys to High-Quality Professional Development

• Must incorporate global issues• Capitalize on colleges and universities• Be standard based• Work in a variety of situations• Must focus on increasing student achievement • Should support partnerships with local businesses

and organizations• Support paid summer internships• Must support opportunities for educational leaders• Needs a national focus (such as NBPTS)• Must incorporate technology

Professional Development Can Come from Faculty Members

• Meaningful professional development can come from colleagues

• Colleagues can share successful strategies

• They can offer continuous support and assistance

Keys To The Last Call

• High-quality professional development does not meet all the needs

• Teacher mentoring programs are crucial

• Educational leaders must support and improve mentoring programs

Teacher Mentoring Programs

• Gives beginning teachers support and guidance form experienced well trained teachers

• Can help to retain high-quality teachers

Key to Selecting Mentors

Mentors must have:

• Excellent communication skills

• Knowledge of the school community

• Positive attitudes

• Professional competence and experience

• The ability to maintain a trusting professional relationship

Keys to Enhancing Training and Support for Mentors

• Provide relevant professional development

• Provide opportunities for networking with other mentors

Measuring the Effectiveness of Teacher Mentoring

• Careful documentation is needed

• Programs need to be evaluated with documentation

• Student achievement can be used to measure success of a mentoring program

Keys To Successful 21 st Century Educational Leadership Part III: Future Keys Chapter 11 This...

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