Authority, Power, and Influence

In my opinion, before you can develop the instructional and leadership capacity of your staff, an administrator must KNOW their staff.  This means you have to be present and involved with your staff and know what is going on in your building.  You have to build relationships and be involved with your staff in order to know their strengths and weaknesses.    If you have a large school, then you should work hard to create a trusted team of leaders that can help you with this.  Once you know your staff members, you can use that information to pinpoint where your strengths and gaps are.  If you have staff members who are weak instructors, it is your job to know that and give them the support they need to become better.  This may mean pairing them up with another instructor who is stronger or inviting them to attend a PD that may help them with their area of weakness.  If you have a staff member who shows leadership skills but doesn’t take initiative, it is your job to give them opportunities so that they can develop their potential.  Relationship building is key to a successful collaboration between administration and staff.

Also, in order to nurture and sustain a culture of collaborate to enhance your vision you must first know what your vision is and make sure your staff knows your vision.  You also need to model the way.  I think a good administrator is also one who is a great example of a true collaborator.  The goal is for the school to make the vision a reality together – not separately.  If the administrator has shown that they value collaboration and not just say it but show it, then I think the staff will be more likely to follow in suit.

I am a firm believer that an administrator can not just be in their office behind closed doors.  They are the instructional leaders of the building so they should be very visible, always involved and aware of what is going on in the classrooms that they are responsible for.  I feel that they should be in the classroom seeing what is happening all the time, not just when it is time to do an evaluation.  If there are new initiatives that have been handed down to teachers, the administrators should not just be aware of what they are, but actually understand what is being done – even if that means being hands-on and working in the classrooms to see just what those initiatives entail.

Nov 2016

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