EDLD 5311 Fundamentals of Leadership
Week 3 Assignment
Overview
Week 3 Part 1 Your Week 3 lecture and reading addressed the twelve major leadership skills.
For this week’s assignment, review the leadership skills, as well as the sample case study, from
your Week 3 reading (p. 78-106 of School Leader Internship). Carefully review the analysis
questions from your text (pg. 102-106) and your Week 3 lecture, and then read the case study
found in the Resources section. Consider the questions from all 12 leadership areas as you find
and list at least one problem in each of the 12 areas found in the case. It is also suggested that
you refer to the SBEC Principal Leadership Domains and Competencies (located under TExES
Review in the Resource Section) to help identify recommendations and actions to address your
identified problems.
After listing at least one problem found under each area, provide at least one recommended
action for the school leader.
Work on this assignment as soon as you can, and review your responses several times. In doing
so, you are likely to think of additional or better-recommended actions. Often, one
recommended action solves more than one problem in several leadership areas. If you use
one solution for several problems, be sure to include that solution in each area addressed.
Be sure that you have addressed all the problems you listed. The breadth of problems found, as
well as whether your actions address what you listed, will be considered when assignments are
graded.
Do not add anything to the case or assume anything not written in the case. Do assume, however,
that if leader skills are not included in the case, they are missing. For example, if vision or ways
to motivate are not included in the case, assume the leader did not use a vision to guide action or
use effective motivational practices.
It is recommended that you put in some real thought when reflecting on the case and the
identified problems. With a cursory review of any case, one can easily believe that the problems
are simple, and the answers just common sense. For example, you may state, “terminate the
principal for failing to develop a campus vision.” It is, however, recommended that you consider
solutions that involve and empower appropriate stakeholders. Again, the SBEC Principal
Competencies can be a valuable source of recommendations in resolving the identified problems.
By gaining more knowledge of leadership, one will the typically look deeper into issues and
strive to find causes, instead of simply addressing the effects of actions. People also reflect on
their own beliefs and actions to determine if some of the cause could come from their lack of
leadership knowledge and/or skill. It is much easier to see the simple problems and find what
and/or who to blame. This is a short-term fix and will not lead to better leadership or keep
similar problems from occurring in the future. Look for solutions that result in “win/win” fixes.
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EDLD 5311 Fundamentals of Leadership
Week 3 Part 2 Draft Practicum Plan
Leadership is learned through studying key concepts and skills used by effective leaders,
observing good models and by one’s own trial and error in the field. Your practicum is designed
to provide you with those opportunities by progressing from observing to participating in and
then to leading school-based activities related to the core responsibilities of school leaders, with
analysis, synthesis, and evaluation of real-life problems.
Practicum Progression:
Observing (O): Candidate has the opportunity to watch the activity without any active
involvement in the activity.
Participating (P): Candidate has the opportunity to join and share in the activity and the
decision making that may result from it.
Leading (L): Candidate has the opportunity to plan, direct and develop the activity and
oversee decision-making that may be required by, or result from, the activity.
This week you and your campus mentor will begin working on your practicum plan that will be
due in Week 5. You will submit your rough draft on the template in this assignment document.
Your rough draft should include activities in at least 22 of the 44 leadership skills. Of those
22, you must include the 6 NETS-C skills areas in this first draft. The template is located in
Week 3 Part 2 assignment.
The framework for the recommended experiences is based on Educational Leadership Policy
Standards and the Texas State Board of Educator Certification (SBEC) Domains and
Competencies and the ISTE National Technology Standards for Coaches. There are 38
leadership skills areas and 6 NETS-C standards for a total of 44 skills areas.
Each of the 38 leadership skills areas and 6 ISTE NETS-C standards include activities for each
of the three progression levels. You will collaborate with your campus mentor to determine
whether you will choose an observing, a participating, or a leading activity for the 44 skills areas.
Remember that you should choose observing activities early in your practicum, participating
activities during the midpoint of your practicum, and leading at the conclusion of your
practicum.
To submit your draft plan, go to Submission 2 in BB. You should only submit your case
study on this assignment template. Your draft plan is submitted on the part 2 assignment
template.
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EDLD 5311 Fundamentals of Leadership
Week 3 Part 3 TK20 Submission
You will submit three documents to Tk20 this week: your internship application, your
dispositions survey from week 1, and a cultural diversity survey. Failure to submit any of the
three documents to Tk20 will result in receiving an incomplete in this course.
Rubric
Use the following Rubric to guide your work on the Week 3 Assignment.
**Please note that the rubric does not contain points for the practicum. That rubric can found in
the part 2 assignment template.
Tasks
Case Study
Accomplished
Proficient
100
80
Needs
improvement
Unacceptable
0
70
The evidence
suggests that this
work is a “Habit
of Mind.” The
educator is ready
to mentor others
in this area.
The evidence
suggests that
performance on
this work
matches that of a
strong educator.
The evidence
The evidence
indicates that
does not yet make the candidate
the case for the
failed to
educator being
complete the
proficient at this
assignment
task.
Candidate
identifies one
problem related to
each leadership
skill area in the
case study.
Candidate
identifies one
problem related
to each
leadership skill
area in the case
study.
Candidate fails to
identify at least
one problem
related to each
leadership skill
area in the case
study.
Candidate
provides one
short- or longterm solution to
each problem.
Solutions are indepth and reflect
extensive
knowledge of
each leadership
skill area (2-3
sentences)
Responses lack
clarity and depth
Candidate
provides one
short- or longterm solution to
each problem.
Solutions are indepth and reflect
extensive
knowledge of
each leadership
skill area (4-5
sentences)
1-2 errors in
grammar,
spelling, or
punctuation.
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3-5 errors in
grammar,
spelling, or
punctuation.
Short- and longterm solutions to
each problem are
not identified, or
solutions reflect a
lack of
knowledge of the
12 leadership
skill areas.
Numerous errors
in grammar,
spelling, or
punctuation;
responses lack
Candidate
failed to
submit case
study
analysis.
EDLD 5311 Fundamentals of Leadership
clarity and depth
and/or include
multiple errors in
grammar,
spelling or
punctuation.
0 points
20 points
30 points
25 points
Draft
Internship Plan
Candidate submits
rough draft and at
least 22 of the 44
skills are included
Candidate
submits rough
draft and less
than 18 of the 44
skills are
included
Candidate
failed to
submit draft
internship
plan
20 points
0 points
Candidate submits Candidate
all 3 required
submits all 3
artifacts to TK20: required artifacts
to TK20:
Internship
Candidate
submits all 3
required artifacts
to TK20:
application
Internship
application
Internship
application
Candidate
failed to
submit
artifacts to
Tk20
Disposition
Survey
Disposition
Survey
Cultural
Diversity Survey
Cultural Diversity
Survey
30 points
30 points
80 points
70 points
40 points
Candidate
submits rough
draft and at least
18 of the 44
skills are
25 points
Submission to
Tk20
Disposition
Survey
Cultural Diversity
Survey
30 points
Total Points
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100 points
0 Points
0 points
EDLD 5311 Fundamentals of Leadership
Week 3 Part 1 Assignment: Leadership Case Study
Review the Week 3 Case Study (found in the Resource Section).In the spaces below, post your
responses to the case study using your knowledge of the twelve major leadership skills to guide
your work.
Developing Trust
Aspects of the Problem
The principals have a lack of confidence in the superintendent’s honesty and ability that impact
the school climate and culture. Trust was not established by the superintendent due to lack of
communication, collaboration, and transparency. Additionally, there are trust issues between
the principals which also affect the culture of the organization.
Action to be Taken
The superintendent should set up opportunities for the principals to work together so all voices
are heard and options are presented. Information from these meetings need to be shared with
the entire faculty so they understand the definitions and actions that are expected and are being
measured. Also, it would be beneficial for the superintendent to create a schedule of regular
meetings so that the stakeholders know ahead of time what is expected and that follow-up on
concerns are being addressed. Lastly, by creating opportunities for the staff to know one
another better, trusting relationships can be built, especially if the superintendent wants a
common belief/goal to be achieved.
Vision
Aspects of the Problem
While the superintendent is looking for greater effectiveness rather than just accepting the
current system, which is what a leader should aspire to (p. 80), there is not a clear and shared
vision of this goal in the school system. There is also not a shared understanding of the process
and this creates distrust, thus reducing the likelihood of success.
Action to be Taken
Vision involves risk and, for others to support the superintendent, he needs to reduce the risk
for involved parties to increase the success ratio. Currently, the principals don’t understand the
evolution of the vision, the progression of the change, or the evaluation/job requirements. It
would be helpful to use a collaborative strategy with the principals to gain information and
consensus on the direction of the vision, as adequate planning has not occurred. If the plan is
created by participants, it will guide their actions and behaviors. Afterwards, the plan can be
shared with the teachers so that follow-up evaluations can be created and assessed to determine
if the plan is working. The effort to create understanding and buy-in from the staff will help to
address some of the distrust issues that are undermining the vision.
Decision Making
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EDLD 5311 Fundamentals of Leadership
Aspects of the Problem
As claimed on page 81, “followers deserve to be involved in decisions” and the
superintendent decided independently that the principals should no longer be the instructional
leaders. Therefore, the superintendent’s decision did not concern anyone else and no
alternatives were provided. The question becomes was the appropriate decision making model
used?
Action to be Taken
The superintendent needs to meet with the principals and teachers to review the current
structure of the school and ascertain whether his vision supports the instructional and
curricular needs in the buildings and district. Next, since the staff has a high level of
expertise, he should seek consensus through collaboration to achieve buy-in from those
affected. There is also the need to provide additional time for multiple meetings, both formal
and informal with a variety of groups, so they can focus on the best methods to be used.
Finally, the principals should be leading some of the meetings, rather than simply expected to
manage the superintendent’s directives, to reduce apathy and the “zone of indifference” (p
82).
Communication
Aspects of the Problem
There are several communication issues with the current situation. First, the principals did not
understand that there was a problem which warranted a new policy. As stated in the case
study, “the superintendent sent a memo to all district principals to meet”… and he “quickly
told the principals they were now on the district curriculum reorganization committee”. The
lack of prior information before the meeting illustrates little respect for the principals as they
were not privy to concerns involving their roles. The lack of multiple forms of
communications deteriorates rapport and professional relationships.
Action to be Taken
It would be beneficial if the superintendent shared, verbally and in written form, detailed
reasoning for his concerns and why they were not reported to the principals prior to their first
meeting (even though he already discussed this in the first meeting) in order to develop a
culture of open communication. All involved parties should be provided future opportunities
to explore their concerns through a variety of venues: surveys, regular meetings, opportunities
for one-on-one discussions, plans for evaluation. This would allow everyone the chance to
share opinions in a safe environment to ensure that the superintendent’s intent is being
properly communicated and understood. To finish, both the superintendent and the principals
need to assess the amount of communication between each other, the teaching staff, and the
community to gauge whether the policies are being understood in a similar manner.
Conflict and Issue Resolution
Aspects of the Problem
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EDLD 5311 Fundamentals of Leadership
A clear expectation about how to voice concerns has not been established, as evident in the
interaction between principals. Ideally, problems should be solved collaboratively but this
intent has not been clearly communicated. The principals view this direction as one of
demotion and they are frustrated by the lack of support for their knowledge and ability. Also,
they do not understand the job requirements of other schools principals.
Action to be Taken
The principals need a scheduled meeting where they are provided the chance to share their
school responsibilities and concerns with one another. Each person should have the
opportunity to speak, without interruption, so that conflict resolutions can be achieved
amongst each other. Next, in order to change the principals’ view from demeaning to
empowering, they should be given the chance to determine whether this is an issue over
expectation of roles or beliefs; are they opposed to the vision or the change in their job
description? Once this is determined, allow the principals to proposed methods to resolve the
issues using either a collaborative or participatory method; i.e. if an elementary principal
wants plan A or secondary principal wants plan B, develop plan C. At this point, staff
development can be planned to resolve any conflicts at the building level and the principal can
model conflict resolution behavior.
Motivating and Developing Others
Aspects of the Problem
Currently, the needs of principals are not being met and there is little-to-no motivation for the
principals to support the plan. Likewise, it is questionable whether the needs are in line with
organizational needs, which also yields little-to-no support from the faculty. Other than the
superintendent mentioning the principals will be able to select a chair and develop the
timeline for implementation, there are no intrinsic or extrinsic motivators being provided.
Action to be Taken
Using the satisficing model; the followers are experienced experts, a meeting should be
planned to seek consensus amongst the principals to align needs with the vision. The largest
gains will come if they are grouped in smaller sub-groups with different needs, such as
placing a veteran secondary principal with novice elementary principal. After the principal
group has reached consensus, it is necessary to plan for informal and formal grouping with all
staff members. The results of these meetings will help to determine what theory of motivation
should be explored to gain support and buy-in from them. As a final point, all contributors
(superintendent, principals, and teachers) will need to practice and provide motivation for
everyone involved on a periodical basis in order to reach the desired goals.
Group Processes
Aspects of the Problem
Based on the case study, there is not an expressed commitment from anyone to empower each
other, share responsibility, or cooperate with one another. The goals have not been clearly
accepted, nor viewed as realistic, for the followers. A schedule of future meetings has not
been created and the structure of these gatherings has not been determined.
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EDLD 5311 Fundamentals of Leadership
Action to be Taken
The first step would be for the superintendent to provide of schedule of intended meetings to
the principals in a variety of formats. Through shared decision making, the agenda for the
first meeting would be to create norms for meetings, to listen others’ concerns, and to
summarize future plans and a course of action. The next meeting should occur in a timely
manner, with a written agenda being sent, which provides formal and informal group training.
The principals need to practice being an effective group member as well as develop mutual
trust between themselves. This might require more than one meeting in order to model
listening skills, experience diverse grouping, and create productive on-task behaviors. Each
meeting should conclude with a verbal summary of events as well as a written recording for
documentation purposes. If the administrators are to share this process with building
members, they must provide positive experiences with shared decision making; “To change
an attitude, one must change a belief. To change a belief, one must experience something
new” (p. 91).
Leadership Style
Aspects of the Problem
The superintendent is using a directive approach, which is best for “quick changes…also
appropriate when only the leader has the necessary knowledge or expertise”, and this method
does not apply to this situation (p. 91).
Action to be Taken
The superintendent needs to set aside the time and resources for collaborative meetings as a
directive approach is deemed offensive by the principals; “they unanimously opposed to
relinquishing the role of the principal”. If they are not ready to collaborate, the coaching
method might be better suited in the beginning of the process. In either case, the
superintendent needs to strive to give more power to the principals so negative feelings don’t
contaminate the climate. These opportunities should be frequent and the participants’
behavior needs to dictate the superintendent’s style. Once trust is established between the
superintendent and principals, a plan to address staff concerns should be created so similar
problems do not exist.
\
Ethical Use of Power
Aspects of the Problem
The principals have very little power in resolving their issues: “they were not managers, they
were educators”. They believe their legitimate and referent power were diminished when the
superintendent explained his implementation plan; “the principals were stunned”.
Action to be Taken
The first thing is for the superintendent and the principals to meet and reach consensus about
expectations. Furthermore, there should be an opportunity to question the intentions of the plan
in a safe manner. Without this discussion, the superintendent’s referent power declines because
the followers do not identify, believe, or trust him. In order to create effective communication
and build support, the superintendent needs to empowers the principals; “one who gives power
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EDLD 5311 Fundamentals of Leadership
gains power” (p 97). This strategy should also be used by the principals when sharing the plan
with the teachers so they can see the benefits of working together.
Culture and Climate
Aspects of the Problem
There is a lack of open communication and professionalism. The climate is one of frustration
and ill feelings; “the superintendent noticed hostile feelings were present”. Lastly, there are
no current assessments on the school climate available.
Action to be Taken
The superintendent should express the desire for open communication and shared decision
making to develop consensus on the plan. The superintendent is responsible for staff morale,
as are the principals, so a meeting needs to occur promptly to address negative feelings.
Next, a schedule of periodic assessments regarding the school climate should be created and
administered to all staff members. Concerns should be addressed immediately in meetings as
well as other avenues. It is important to remember that change takes time and extensive
follow-up is required to create buy-in from the staff.
Change
Aspects of the Problem
“Most people fear and/or resist change” and springing this level of change on the principals
has resulted in resistance (p. 99). The people involved do not understand the need for change
in administrative duties.
Action to be Taken
The staff needs time to adjust, so it would be advantageous to show the principals how this
change will reduce their burdens and workload. The best way to do this is for the principals to
meet collaboratively as a group to share their concerns and set realistic and attainable goals.
The opportunity to work together will not only build their relationships but also establish
formal steps to redistribute power. Once this phase has been established, the principals should
schedule meetings to share how this plan will empower their staff because it can “help
teachers feel the change is their own” (p. 99). The superintendent and principals need to
realize that change is a lengthy process and it should have defined stages that are monitored
from beginning to end. As long as the leaders guide and direct the change, support and
confidence can be built.
Evaluation
Aspects of the Problem
Adequate information regarding the evaluation of department heads and grade level
coordinators has not been provided to the principals or the faculty. Development and the use
of climate assessments have not created nor communicated to participants.
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EDLD 5311 Fundamentals of Leadership
Action to be Taken
After the principals and superintendent set realistic and attainable goals, they need to develop
assessments for themselves and support staff. It should planned from beginning to end and
scheduled to occur on a periodic basis. These first drafts should be reviewed to ensure that the
evaluation begins “…with the existing practice and measure the extent of progress toward
vision or final goal” (p 101). Once they are comfortable with assessment tools, it needs to be
shared with the staff for feedback. Once the feedback is gathered, a formal grouping of
diverse participants should revise the tools and set the evaluation schedule. This information
needs to be shared with all involved parties in various written formats (email, Google doc,
hard copy). It is important that the evaluation measures growth, climate, and other concerns,
rather than only current performance.
Week 3 Part 2: Draft Practicum Plan
To submit your draft plan, go to Submission 2 in BB. You should only submit your case
study on this assignment template. Your draft plan is submitted on the part 2 assignment
template. Remember that you must submit 22 of the 44 knowledge and skills areas and 6 of
the 22 must be the NETS-C.
Revised January 2014
©Lamar University