PRINCIPALS’ WORKSHOP “Team Building Leadership” By Conrad L. Gill

1. PRINCIPALS’ WORKSHOP“Team BuildingLeadership”ByConrad L. Gill Southern Union Conference Director of Education July 21, 2005

2. Educational (Administrators) Delivering GREAT Education that is: God Centered Results Oriented, in an Environment that Nurtures Aligned with the Journey to Excellence, and is a Team Effort

3. Does Team BuildingDepends OnCollaboration…? ALWAYS ? SOMETIMES ? NEVER ?

4. Does Team BuildingDepends OnHonesty…? ALWAYS ? SOMETIMES ? NEVER ?

5. Does Team BuildingDepends OnRelationships & Right Actions…? ALWAYS ? SOMETIMES ? NEVER ?

6. Does Team BuildingDepends OnInsight...? ALWAYS ? SOMETIMES ? NEVER ?

7. Does Team BuildingDepends OnStaff Satisfaction...? ALWAYS ? SOMETIMES ? NEVER ?

8. Does Team BuildingDepends OnTrust…? ALWAYS ? SOMETIMES ? NEVER ?

9. A trifling matter, and fussy of me, but we all have our little ways.—Milne, The House at Pooh Corner

10. Treat people as if they were what they ought to be… and you help them become what they are capable of being.—Johann W. von Goethe

11. Group yourselves into TEAMS of 4 Principals.. Take a few minutes to get acquainted; and then select the following:A Team LeaderA Team Encourager A Team RecorderA Team Reporter

12. Please Remember, “Every Person born into this world represents something new, something that never existed before.It is the duty of every person (Leader) to know that there has never beenanyone like him (her) in the world,for if there had been, there would beno need to be.Every single person is a new thing in the world.” — Martin Buber

13. Everyone has an invisible sign hanging from (her)his neck saying, Make Me Feel Important! Never forget this message when working with people.—Mary Kay Ash

14. Sooo… Please Identify the 2 most important things your Group feels a principal must do to build a “GREAT” team...

15. We’ve heard many “GREAT” ideas. Can We Agree On The Following TEAM Statement..“Nobody is a whole Team… We need each other. You need someone and someone needs you. Isolated islands we’re not. To make this thing called life work, we gotta lean and support. And relate and respond. And give and take. And confess and forgive. And reach out and embrace and reply….

16. TEAM Statement Continued.. .. Since none of us is a whole, independent, self-sufficient, super-capable, all powerful hotshot, let’s quit acting like we are. Life’s lonely enough without our playing that silly role. The game is over. Let’s link up.” --Chuck Swindoll

17. Inch by inch it’s a CINCH, but Yard by yard it’s HARD Now, May I please TELL you a Question? (smile)

18. What TYPE of Team Leader Are You

19. HANDOUT EXERCISE.. Wait.. Wait.. Wait..For Instructions Before You Start!

20. Working In your TEAM Group… Individually compare each of the 4 learner/leader types on your hand out (one bullet at a time) and check the bullets that you feel “best” identify you. Discuss with your team members your learning/leader TYPE responses & preference(s) Compare & Contrast!

21. Sooo… What Do You Need To Focus On To Become a “GREAT” Team Leader

22. YOUR LEARNING AND LEADERSHIPS TYPE DETERMINES THE TEAM BUILDING OPPORTUNITIES AND SKILLS YOU MUST STRIVE TO ACHIEVE!

23. Type One PrincipalLEADERSHIP EMPHASIS • Community • Morale is important • Gives others power • Helps people to become self-actualized • Believes content/policy and people are equally important

24. Type One PrincipalLEADERSHIP EMPHASIS • Has open door policy, welcomes ideas • Has strong group process skills • Sees education as an opportunity for self-actualization • Manages the sharing of meaning

25. Type One PrincipalLEADERSHIP EMPHASIS • Mission of schools—to create a place where teachers, learners and all customers will achieve optimal growth • Leads by valuing the mission and the people in the organization • Judges people by their ability to be authentic

26. Type One PrincipalPRIORITY TASKS • To be an advocate for individual kids and teachers • To make staff development a collective priority • To create a comfortable, feeling environment, with evidence of productive work, and a strong emphasis on personal interaction

27. Type One PrincipalPRIORITY TASKS • To listen, to communicate • To build consensus, decision-making in the group • To express a clear vision • Gets high job satisfaction from strong agreement among the total staff on the school’s mission, and from the faculty working together as a community

28. Type One PrincipalDIFFICULTIES • Personal confrontations • Dealing with group conflict • Imposing structure • Having to make unpopular decisions

29. Type One PrincipalDIFFICULTIES • Using veto power to overrule a group decision • Planning without support groups • Having to act quickly • Completing paper work

30. Type Two PrincipalLEADERSHIP EMPHASIS • Transfer of knowledge through accurate, precise teaching systems • Order, predictability are important • Principles and procedures must be clear • Are systematic planners • Emphasizes curriculum and scheduling

31. Type Two PrincipalLEADERSHIP EMPHASIS • Places high priority on tradition • Has partially open door policy • Sees education as the acquisition of knowledge in order that learners may achieve excellence • Has high reporting skills, and is accurate and precise

32. Type Two PrincipalLEADERSHIP EMPHASIS • Mission of schools—to foster high content engagement, and academic excellence • Leads by organizing procedures and coordinating curriculum • Judges people by their professionalism

33. Type Two PrincipalPRIORITY TASKS • To enhance curriculum articulation • To organize procedures for predictability • To create a knowledge and research base • To align people and procedures • To create an orderly, productive climate

34. Type Two PrincipalPRIORITY TASKS • To create reliable and appropriate communication • To reduce curriculum fragmentation • To foster the use of content resources • Get high job satisfaction from a clearly defined curriculum and procedures for making it a reality

35. Type Two PrincipalDIFFICULTIES • Accepting diversity as a positive aspect of organizational structure • Communicating and dealing with feelings • Social interaction (often fabricated, duty-driven & cold) • Dealing with a subtle, interpersonal aspects of organizational climate

36. Type Two PrincipalDIFFICULTIES • Risk-taking • Seeing humor in mistakes and problems • Accepting criticism • Creating community, sometimes inadvertently forms cliques with personnel like him/her • Not open to change opportunities, sees change as creating problems

37. Type Three PrincipalLEADERSHIP EMPHASIS • Productive outcomes (a hands on doer) • Is realistic and pragmatic • Believes results drive the system • Tends to be a bottom-line person • Emphasizes consistency and fairness

38. Type Three PrincipalLEADERSHIP EMPHASIS • Has high work ethic • Is a straight-forward communicator • Sees education as the doorway for students’ personal and economic accomplishments • Is a good decision-maker who deals with conflict

39. Type Three PrincipalLEADERSHIP EMPHASIS • Mission of schools—to produce skilled, competent people who are life-long learners • Leads by modeling behavior • Judges people by how well they get the job done

40. Type Three PrincipalPRIORITY TASKS • To create an efficient environment, a business-like atmosphere • To monitor the parts to produce a smooth whole • To see that people stay on task, to provide resources and materials • To deal with conflict openly

41. Type Three PrincipalPRIORITY TASKS • To be just • To keep people aware of the bottom line • To update efficiency • To act whenever possible, avoiding putting things on hold • Gets high job satisfaction from a smoothly running organization

42. Type Three PrincipalDIFFICULTIES • Tends to be critical, and underestimates personal needs of staff • Staying open to alternatives and ambiguities until the decision is made • Excludes consensus building • Lacks social grace, literal to a fault

43. Type Three PrincipalDIFFICULTIES • Sometimes puts efficiency over people and content • Uncomfortable with metaphors and symbols • Has difficulty waiting for results • Sees their style’s negative characteristics as acceptable behaviors

44. Type Four PrincipalLEADERSHIP EMPHASIS • Continually renewing the vision • Very “field sensitive,” sees the whole picture • Encourages diversity • Teaches/leads with symbols, metaphors, models. Highly skilled communicator • Creates opportunities through enthusiasm and shines the light on others

45. Type Four PrincipalLEADERSHIP EMPHASIS • Expects people to integrate content through action • Has strong belief in engaging everyone in the mission of the school • Sees education as most important opportunity people have to better their lives • Manages change and innovation

46. Type Four PrincipalLEADERSHIP EMPHASIS • Mission of schools—to encourage creative people to dare and to create opportunities for personal, academic, and social learning • Leads by energizing and influencing • Judges people by how well they understand the wholeness of the school’s mission and how they actualize this mission in their own unique ways

47. Type Four PrincipalPRIORITY TASKS • To innovate creatively • To foster the school’s reputation for excellence in the community • To create a whole-school culture, energetic and positive • To create equal opportunity

48. Type Four PrincipalPRIORITY TASKS • To generate options • To always be accessible • To highlight and reward publicly all excellence in people or products • Gets high job satisfaction from innovative projects that work

49. Type Four PrincipalDIFFICULTIES • Being forced to be confined to “The Book” • Doing paper work, especially budgets • Consistency with follow-through • Communicating their thinking process to the group

50. Type Four PrincipalDIFFICULTIES • Assuming everyone knows what they expect • Attending to details—not realistic with budget, or limitations of people and timelines • Expects everyone to adapt/experience as they do • Needs unconventional reinforcement rather than formal evaluation