STANDARD SEVEN: MICRO-POLITICAL LEADERSHIP
The school executive will build systems and relationships that utilize the staff ’s diversity, encourage constructive
ideological conflict in order to leverage staff expertise, power and influence to realize the school’s vision for success. The
executive will also creatively employ an awareness of staff ’s professional needs, issues, and interests to build social cohesion and
to facilitate distributed governance and shared decision-making.
ideological conflict in order to leverage staff expertise, power and influence to realize the school’s vision for success. The
executive will also creatively employ an awareness of staff ’s professional needs, issues, and interests to build social cohesion and
to facilitate distributed governance and shared decision-making.
VIIA. School Executive Micro-political Leadership:
The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.
The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.
This year I had the opportunity to work alongside one of our CTE Teachers in an initiative called Working Wednesdays. Every Wednesday a local business owner is invited in to share tips with the students about their journey to owning and operating a business. My role was to help and assist in identifying community stakeholders who would be willing to come in and share their stories. What I learned in this process was the importance and significance of exposure for our kids. It is crucial that they be able to see where it is they are going and what it is they desire to become.
Pictured:
Leshaun Jenkins (AP)
Javon Jenkins (State Farm)
Reggie Bess (CTE Teacher)
Pictured:
Leshaun Jenkins (AP)
Javon Jenkins (State Farm)
Reggie Bess (CTE Teacher)
This year as we kicked off the new school year, we decided to do our staff introductions differently. We did a virtual meet and greet. We asked each staff member to design a google slide of pictures, quotes, and other things that solidified their "WHY" in the work. They were then instructed to deliver it in a 30 second elevator speech at our opening staff meeting. I orchestrated this change mainly because based on historical data taken from the Teacher Working Condition surveys, teachers spoke of the lack of meaningful relationships among faculty and staff. We wanted to be intentional about building authentic relationships this year from day one. I learned from this the importance of knowing your teachers, and teachers having the opportunity to know each other. When relationships are established teachers tend to serve with each other more organically. There also tends to be a greater spirit of collaboration among them.
In our Human Resources class with Dr. Hicks, we created a human capital chart that mapped out every staff member in our building. This matrix also captured personal information about each teacher shared by that teacher. This human capital matrix assisted in creating a shared culture in which staff member knew a little bit more about each other which created and led to more authentic and organic relationships that spilled over into other areas of our school. I learned from this assignment the importance of knowing every human in my building and the significant contributions that they each bring to the table.