Principals and educational leaders must spend an increasing amount of time on instructional, entrepreneurial, and emotional support in order to create successful opportunities for both staff and students. As a result, school leaders face increasing demands from stakeholders in student learning.

Module Objective: In this module, you will explore how educational leaders can meet their ever-increasing responsibilities. Specifically, you will read about the principal of one NYC school who uses a form of relational leadership that allows school staff to attain and sustain a positive school climate.

Case Study Log out when you are finished viewing the case to avoid conflicting browser sessions. If you have trouble viewing the case, please see the CaseNEX login instructions. Go to www.casenex.com Enter this login into the green circle: USERNAME: peters08 PASSWORD: demo To access the CaseNEX Case, scroll through the list of cases that appear once you login. To access the CaseNEX Virtual Library, click on class materials, The Virtual Library, Readings (search), and enter the title in the Search Title field. Foreign Language Academy of Global Studies (FLAGS) Staff and faculty of FLAGS focus on relational leadership--a concept that requires support and commitment from all stakeholders. They use their resources efficiently to provide opportunities for shared decision making. View the full case...

Discussion: Peters describes the many types of leadership styles essential to effective leadership. These include the principal as "entrepreneur, organizer, and instructional leader." Describe how FLAGS principal Leba Collins-Augone embodies each of these roles, and the intended and unintended consequences for students and staff.

Journal: Stephen Peters provides 5 guidelines for creating "win-win situations" for students and staff:

1. involving teachers in the decision-making process;
2. creating a climate of trust;
3. [providing opportunities for] reciprocal respect;
4. identifying teacher leaders and creating opportunities for them; and
5. making yourself accessible.

Describe the ways in which FLAGS has followed these guidelines and examine the effect it has had on their students. Then, reflect on your own principal and support staff. What actions have they taken to follow these tenets? What specific suggestions might you have for them?

Workbook: Evaluate your school in terms of Peters' "Seven Critical Areas of School Leadership":

1. Providing consistent instructional support and feedback,
2. Understanding and embracing" the school's "diverse cultures,
3. Delegating crucial school managerial duties,
4. Taking human resources into account in leadership,
5. Involving key players in strategic planning,
6. Seeking opportunities for external development, and
7. Participating in micropolitical leadership roles?

Imagine you are the Coordinator of Leadership for your school or district. Assuming that role, create a detailed plan to help your school's leadership team to better follow and embrace the seven critical areas.

• 8 Forces for Leaders of Change
• Beyond Instructional Leadership: The Learning-Centered Principal
• Collaborative Leadership: A Self-Assessment Questionnaire
• Getting Real About Visionary Leadership for Progress in Education
• What Great Principals Do Differently
• The Changing Nature of Leadership