The 21 responsibilities of the school leader
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31 July 2010
Comparing School Leader Responsibility Survey Results
The SlideShare Presentation above gives compiled data results of my completion of the leadership self-assessment (blue bars) and Balanced Leadership survey (red bars). I have included the overall composite mean (green bars) for comparative analysis of each responsibility to my overall general skill. The mean rating I scored was a 3.86 out of 5. Having never served as a principal before, I am hesitant to make much sense of the lasting results of the completed rubrics; however, there are certainly some responsibilities I will be more inclined to focus on during present and future leadership endeavors.
For instance, after reading Marzano, Waters, and McNulty’s description of “order,” I felt it was an area of weakness. A definition of order given in the context of schools is, “clear boundaries and rules for both students and faculty (Nunnelly, Whaley, Mull, and Hott, 2003). I have a difficult time establishing routine for my own life, and extending that into a large system with potentially thousands of stakeholders is a matter of preoccupation. I rated myself a 1 in this responsibility, and the follow-up survey rated me a 1.67 – providing further evidence for affirmation that I have to work on this area and recruit people for my leadership team that will compensate this weakness with their strength in the area.
After reading about Situational Awareness and finding out that research has determined it to carry the highest correlation for student achievement (Marzano, Waters, McNulty, 2005), I am a little anxious about both of my survey scores rating it lower than the composite mean score. I feel that I can accurately predict what may go wrong from day to day, but do not have an acute awareness of the interactions of those around me, which can make it more difficult to predict how staff members will react to new initiatives and the issues that arise each day. Two areas that I also would like to place emphasis on as I grow as a leader are focus and monitoring/evaluating. I feel more confident that I can address these responsibilities with learned behaviors and guidance from others than I do with the other two responsibilities needing compensation of skill.
In highlighting strengths within the responsibilities, I found that the majority of responsibilities on which I scored well are those that address vision and/or instruction. Change Agent, Input, Optimizer, and Resources are the four that I feel are most helpful in pushing forward with vision and change, issues that are vital to institutional success. I have a passion for teaching and learning which transcends subject area, learning disabilities, and mountains of paperwork. My personal vision revolves around instructional and social reform, most likely leading me to encroach upon others and engage often in second order change. Having strengths in these areas will assist me as I work through the challenging stages of school reform initiatives. I value the Optimizer label above the rest because I feel it is more representative of my true self – inside or outside of education. I have a knack for making the best out of difficult situations, and am able to maintain a calm environment through tough waters.
I found this to be an exceptionally fruitful exercise, and I look forward to further analyzing my strengths and weaknesses as a training school leader.
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