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Cluster 1: Concern for People
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Scale 1: Social/Informal |
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- Is friendly when we talk to him or her.
- Is primarily concerned about how teachers feel.
- Being accepted by teachers is very important to him/her.
- Attending to feelings and perceptions is his or her first priority.
- Chats socially with teachers.
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Scale 2: Formal/Meaningful |
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- Discusses school problems in a productive way.
- Shares many ideas for improving teaching and learning.
- Asks questions about what teachers are doing in their classrooms.
- Supports his or her teachers when it really counts.
- Takes the lead when problems must be solved.
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Cluster 2: Organizational Efficiency |
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Scale 3: Trust in Others |
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- Seems to be disorganized at times.
- Plans and procedures are introduced at the last moment.
- Allocation of resources is disorganized.
- Explores issues in a loosely structured away.
- Delays making decisions to the last possible moment.
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Scale 4: Administrative Efficiency |
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- Procedures and rules are clearly spelled out.
- Keeps everyone informed about procedures.
- Provides guidelines for efficient operation of the school.
- Efficient and smooth running of the school is his or her priority.
- Is skilled at organizing resources and schedules.
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Cluster 3: Strategic Sense |
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Scale 5: Day-to-Day |
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- Proposes loosely defined solutions.
- Has few concrete ideas for improvement.
- Knows very little about programs and innovations.
- Has an incomplete view about the future of his or her school.
- Focuses on issues of limited importance.
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Scale 6: Vision and Planning
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- Knows a lot about teaching and curriculum.
- He or she is heavily involved in what is happening with teachers and students.
- Uses many sources to learn more about the new program or innovation.
- He or she sees the connection between the day-to-day activities and moving toward a long-term goal.
- Has a clear picture of where the school is going. (Hall & George, pp. 174-176)
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| Administrator as a Change Leader |
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Back |
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