The Daily Disciplines of Leadership_8 docx

Appendix F Leadership Standards Development Instructions: Use this form to create standards and identify perfor- mance evidence for each leadership criterion. Your organization will probably have several leadership criteria, such as integrity, supervision, planning, and communication, to name a few. For each criterion, use a separate form. In the left-hand column, identify the standards that describe in specific detail your expectations for the leader. In the right-hand column, write the evidence that you will collect for each standard. Leadership criterion: ____________________________________ Standards Evidence 223 Copyright © 2002 by John Wiley & Sons, Inc. Copying is authorized for the purchaser of The Daily Disciplines of Leadership for educational and noncommercial use. [...]... 156–157; “antecedents of excellence” dimension of, 49–67, 157; applied to frequency of writing performance assessment, 59–60; continua of, 52–56; forms for, 183–189; horizontal axis of, 50; illusion continuum of, 53, 55; journey of, 52–53; leadership keys for, 49; “leading” quadrant of, 50, 52–53; “learning” quadrant of, 50, 51–53; “losing” quadrant of, 49–50; “lucky” quadrant of, 50, 51; practical... consequences of vacuum of, 76–78; for creating change, 21–47; daily disciplines of, 119–128, 143–153; definitions of effective, 9–12, 14, 32; developing next-generation leaders for, 159–173; equitable, 26–27; equity imperative in, 16–18; excellence in, 3–4, 14–16; influence of, 69–78; purpose of, 9–12; results and, 7–9, 14; strategic, 79–139; unique elements of, 3–19; university for, 161–165; values of, 175–180... 167, 171–172; influence of, 69–78; last ten minutes of the day of, 46–47; as models, 71; national shortage of, 159, 167; service of, to students, teachers, and parents, 165–166; as teachers, 29, 160, 170–172 Leadership, business: definitions of, 9–11, 87–88; educational leadership versus, 5–7; learnings from, 7–9 Leadership, educational: in action, 115–139, 143–173; antecedents of excellence in, 14–16,... quadrants of, 49–52; random-acts -of- failure continuum of, 53, 54; resilience continuum of, 53, 55–56, 60–61; “results achievement” dimension of, 49–67; self-assessment for, 56–61; steps for using, 61–67; understanding causes in, 49–67; vertical axis of, 50; victim continuum of, 53–54, 60, 61; worksheet for, 188 Leadership credo, 178–179 Leadership development, 159–173; accelerating path to, 167–168; of chief... inevitability of, 35; sources of, 36, 38–39 Influence, of educational leaders, 69–78; abdication of leadership and, 76–78; on behavior, 71–73; defining areas of, 71–73, 193–194; factors beyond control and, 69–71, 194; on faculty, 75–76; on parents, 74–75; on providing effective feedback for students, 73–74 Initiative fatigue, 81–98; consequences of, 83–84, 85–86; cynicism and, 84, 86–87; danger of leadership... statements, 106–107 Law of Initiative Fatigue, 83–84 See also Initiative fatigue Leaders: managers versus, 87–88; strategic, 88–91; three types of, 179–180; unitary, 88–91 See also Strategic leadership Leaders, educational: accelerating path to, 167–168; as architects of improvement, 4, 12–18; building the next generation of, 159–173; differentiating, 168–170; enduring impact of, 4–5; evaluation of, 170; identifying... of, 27–28 Hypothesis-testing model: for addressing resistance to change, 36–39; values and, 92–96 Improvement, performance: data-friendly environment for, 43–45; equity imperative and, 17; leaders as architects of, 4, 12–18 Inbox, of forces beyond leader’s control, 69–71 Incubation, 42–43 Index cards, 149 Individual resistance, 35–41; egocentric reactions and, 30; emotional sources of, 39–41; hypothesis-testing... 79–139; accountability systems and, 124–126, 134–138, 155–157; in action, 115–139, 143–173; case examples of, 128–132; daily disciplines of, 119–128, 143–153; definition of strategy and, 116; initiative fatigue and, 81–98; management versus, 87–88; mission and vision statements and, 99, 106–111; nature of, 87–91; reflections on, 96–98, 113–114, 138–139; school reform models and, 111–113; strategic planning... clarifying, 103–104; controversy about, 100; definitions of, 102–104, 113; leadership keys for, 99; operational definition of, 103–104, 113; participation in, 101–102, 104–105; processes of, 100–101; saving, from strategic plans, 99–106; by senior leadership versus facilitative planners, 101–102, 104; traditional model of, 104–106; value of, 100 Strategy: definitions of, 102–104, 116; effective, without strategic... 128–132; guidelines for maintaining one’s system of, 149–152; mission-based objectives and, 120–121; standards of action and, 121–122; student achievement and, 152–153; of tasks, 146; time allocation analysis and, 116–119; time management and, 144–148, 152–153 Prioritized task audit, 148 Process pride, 107 Professional development See Leadership development Professional Practice Inventory, 190 Proficient . 73–74 Initiative fatigue, 81 – 98; consequences of, 83 84 , 85 86 ; cynicism and, 84 , 86 87 ; danger of leadership diffusion and, 82 84 ; divergence and, 1 08; focus imperative and, 82 86 ; Law of, 83 84 ; leadership. 106–107 Law of Initiative Fatigue, 83 84 . See also Initiative fatigue Leaders: managers versus, 87 88 ; strategic, 88 –91; three types of, 179– 180 ; unitary, 88 –91. See also Strategic leadership Leaders,. systems: daily disciplines of leadership and, 1 28; school districts as, 88 ; strategic and unitary leadership in, 88 –91 Compliance: emotional engagement versus, 1 08; strategic and unitary leadership